INSPECTION REPORT

The Snaith SchoolGoole

LEA area: East Riding of Yorkshire

Unique Reference Number: 118102

Headteacher: Mr. Alan Key

Reporting inspector: Judy Jones12460

Dates of inspection: 26th – 29th April 1999

Under OFSTED contract number: 704958

Inspection carried out under Section 10 of the School Inspections Act 1996

© Crown Copyright 1999

This report may be reproduced in whole or in part for non-commercial educational purposes,provided that all extracts quoted are reproduced verbatim without adaptation and on conditionthat the source and date thereof are stated. Further copies of this report are obtainable from

the school.

Under the Education (Schools) Act 1992 and the Education Act 1993, the school must providea copy of this report and/or its summary free of charge to certain categories of people. A

charge not exceeding the full cost of reproduction may be made for any other copies supplied.

INFORMATION ABOUT THE SCHOOL

Type of school: Comprehensive

Type of control: County

Age range of pupils: 11 to 16

Gender of pupils: Mixed

School address: Pontefract RoadSnaithGooleEast Riding of YorkshireDN14 9LB

Telephone number: 01405 860327

Fax number: 01405 862748

Appropriate authority: The Governing Body

Name of chair of governors: Mr. Richard Linnington

Date of previous inspection: September 1994

INFORMATION ABOUT THE INSPECTION TEAM

Team members Subject responsibilities Aspect responsibilities

J. M. Jones, RgI Attainment and progressTeachingLeadership andmanagement

B. Eyre, Lay Inspector Equality of opportunity AttendanceSupport, guidance andpupils’ welfarePartnership with parentsand the communityStaffing, accommodationand learning resources

V. M. Bailey ScienceA. Coffin Design and technology

Information technologyE. Forster Art Attitudes, behaviour and

personal developmentJ. V. Glennon EnglishF. J. Harris Religious education Pupils’ spiritual, moral,

social and culturaldevelopmentThe efficiency of theschool

P. Hooton HistoryGeography

D. Innes Key Stage 4 Curriculum andassessment

Special educational needsA. Lees MusicC. R. Meakin MathematicsL. M. Nash Modern foreign languagesB. Simmons Physical education

The inspection contractor was:

Power House Inspections

Grasshoppers1 Anglesey CloseChasetownBurntwoodStaffordshireWS7 8XA

01543 675027

Any concerns or complaints about the inspection or the report should be raised with theinspection contractor. Complaints which are not satisfactorily resolved by the contractor shouldbe raised with OFSTED by writing to:

The RegistrarThe Office for Standards in EducationAlexandra House33 KingswayLondon WC2B 6SE

REPORT CONTENTS

Paragraph

MAIN FINDINGS

What the school does wellWhere the school has weaknessesHow the school has improved since the last inspectionStandards in subjectsQuality of teachingOther aspects of the schoolThe parents’ views of the school

KEY ISSUES FOR ACTION

INTRODUCTION

Characteristics of the school 1 - 6Key indicators 7

PART A: ASPECTS OF THE SCHOOL

Educational standards achieved by pupils at the school

Attainment and progress 8 - 30Attitudes, behaviour and personal development 31 - 37Attendance 38 - 39

Quality of education provided

Teaching 40 - 49The curriculum and assessment 50 - 64Pupils’ spiritual, moral, social and cultural development 65 - 72Support, guidance and pupils’ welfare 73 - 77Partnership with parents and the community 78 - 83

The management and efficiency of the school

Leadership and management 84 - 92Staffing, accommodation and learning resources 93 - 101The efficiency of the school 102 - 110

PART B: CURRICULUM AREAS AND SUBJECTS

English, mathematics and science 111 - 138

Other subjects or courses 139 - 217

PART C: INSPECTION DATA

Summary of inspection evidence 218

Data and indicators 219

MAIN FINDINGS

What the school does well

•. The ethos of the school and pupils’ attitudes to learning are excellent.•. The school’s clear aims are shared by staff, pupils and parents and evident in all aspects of

the school’s work.•. Teaching is good in both key stages.•. Key Stage 3 test results are well above average.•. The proportion of pupils gaining 5 or more grades A* to C is well above average, and above

that of pupils in similar schools.•. Relationships are very good throughout the school.•. The school is a secure environment in which all pupils are valued and regarded equally.•. The school enables pupils to develop as responsible individuals.•. The school provides a rich and varied curriculum at Key Stage 4.•. The school makes very good use of resources, including its language laboratory and

information technology facilities, to enhance pupils’ learning.•. The support provided by the school’s administration and finance officers is excellent.

· Where the school has weaknesses

I. Boys’ attainment in English language, mathematics and modern languages at GCSE islower than girls’, by greater than the difference nationally.

II. The school day does not have sufficient flexibility to allow adequate time for drama,physical education or music in Key Stage 3, or information and communication technology inKey Stage 4. Some lessons, particularly in modern foreign languages, and business studies,are too long and this has a negative effect on pupils’ progress.

III. The existing appraisal system is too imprecise; monitoring by senior and middlemanagement of the work in departments is too informal to ensure consistency in planningand marking.

The school has many more strengths than weaknesses and provides very good value formoney. The governors’ action plan will set out how the weaknesses identified during theinspection are to be tackled. The plan will be sent to all parents or guardians of pupils atthe school.

· How the school has improved since the last inspection

The school has maintained its position as a very good school. The quality of teaching hasimproved since the last inspection and attainment has risen over the last three years. Theschool is well placed to evaluate its own effectiveness.

Since the last inspection the library has been increased in size and the school now has thedaytime use of a newly built sports hall on the campus.

The management of the school has responded well to the key issues for action in the lastreport and brought most to a satisfactory conclusion. As a result, reports to parents are nowgood, and there is an effective system to enable pupils to review their work and set targets forimprovement. The curriculum has improved and teaching time has been increased. There isstill a need to improve the structure of the timetable and increase the balance of teaching timein music and physical education at Key Stage 3.

The school has improved departmental financial decision making and set up a system formonitoring the effect of development planning. This has yet to have sufficient impact in alldepartments.

The school has good systems for implementing and evaluating initiatives and its capacity forimprovement is good.

· Standards in subjects

The following table shows standards achieved by 14 and 16 year olds in national tests andGCSE examinations in 1998:

Performance in: Compared withall schools

Compared withsimilar schools

Keywell above average Aabove average Baverage Cbelow averageDwell below average E

Key Stage 3 test A C

GCSE examinations B C

At Key Stage 3, test results in mathematics and science are well above average and abovethe average for similar schools (as measured by the proportion of pupils entitled to free schoolmeals). Results in English are average, and below the average for similar schools. This isbecause boys do not do as well as girls in English and the difference in 1998 was unusuallylarge. Overall, Key Stage 3 results in 1998 were well above national results and in line withthose of pupils in similar schools.

GCSE results are above average overall and in line with those of pupils in similar schools. Theproportion of pupils achieving five or more grades A* to C in 1998 was well above the nationalaverage and above the average for similar schools. In 1998 girls did significantly better thanboys in English, mathematics and French. The difference in these subject was greater thanthe difference nationally between boys and girls.

· Quality of teaching

Overallquality

Most effective in: Least effective in:

Years 7-9 good Art, geography,mathematics, music andphysical education

Years 10-11 good Art, English, geography,history, informationtechnology, mathematics,modern languages, music,religious education

English goodMathematics very good

Teaching is never less than satisfactory and in around three quarters of lessons it is at leastgood. In one in five lessons it is very good. Teachers know their subjects, set challengingtasks, make good use of resources and encourage pupils to have high expectations ofthemselves and a desire to succeed.

Inspectors make judgements about teaching in the range: excellent; very good; good;

satisfactory; unsatisfactory; poor; very poor. ‘Satisfactory’ means that strengths outweigh anyweaknesses.

Other aspects of the school

Aspect Comment

Behaviour Behaviour in lessons is good. Behaviour round the school isexcellent.

Attendance Very good; both authorised and unauthorised absences arewell below average.

Ethos* Excellent.Leadership andmanagement

Good overall with clear educational direction for the school.There is a need to monitor development planning indepartments more closely.

Curriculum Satisfactory at Key Stage 3; and very rich at Key Stage 4, butthe timetable is too inflexible.

Pupils with specialeducational needs

Good provision; pupils make good progress at all stages in theschool.

Spiritual, moral, social &cultural development

Excellent moral and social development. Satisfactory spiritualand cultural development. More opportunities to learn aboutmulticultural society needed.

Staffing, resources andaccommodation

Sufficient well qualified staff, but non-specialist teaching inreligious education in Key Stage 3 is holding down standards.There is a need for specialist technical support for the highnumbers of computers. Sufficient resources in most areas andthe accommodation is satisfactory.

Value for money Very good

* Ethos is the climate for learning: attitudes to work, relationships and the commitment to highstandards.

· The parents’ views of the school

What most parents like about the school What some parents are not happy aboutIV.The positive ethos of the school and the

good behaviour of the pupils.V. The school encourages pupils to develop as

responsible, confident people as well asenabling them to achieve good academicstandards.

VI.Information for parents is good and teachersare approachable and willing to listen.

VII. The school provides very good supportfor pupils with special educational needs, andhas been chosen by some parents for thisreason.

VIII. A few parents felt pupils arees unnecessarily laborious.

Inspectors agreed with parents about the strengths of the school. They found that homeworkis usually appropriate and that most pupils accept the work load and take pride in doing it well.

· KEY ISSUES FOR ACTION

To improve attainment and the progress made by pupils, particularly boys, the governors andsenior managers should:

♦ . Explore ways to raise the attainment of boys in English, mathematics and French bysharing, where appropriate, practice with subjects such as science and geography wherethere is little difference in the results of boys and girls. In particular raise the attainment ofboys in English by:•. bringing the proposed literacy across the curriculum policy into operation as quickly as

possible, and ensuring that all departments contribute to literacy, particularlythat of boys;

•. putting greater emphasis on developing expertise in factual writing for a range of non-literary purposes.

(Paragraphs: 24, 120, 113, 120, 124, 155, 131, 184, 185)

♦ . Implement an appraisal system and clarify the roles of senior managers with respect tomonitoring the work of departments, thereby improving monitoring by middlemanagers. This will ensure that:

•. the school clarifies the roles of senior managers;•. lesson observations take place on a regular basis;•. all departments use marking and assessment procedures consistently.(Paragraphs: 95, 101, 106)

♦ . Improve the timing of the school day to eliminate inappropriately long lessons and providethe flexibility to cover the curriculum fully within the teaching day.This will improve the time available for drama, physical educationand music in Key Stage 3 and information and communicationtechnology in Key Stage 4. It will also improve the length oflessons in modern foreign languages and business studies.

(Paragraphs: 45, 25, 52, 122, 194, 195, 209)

In addition to the key issues above, the following less important weaknesses should beconsidered for inclusion in the action plan:•. Ensuring that middle attaining pupils in science, and higher attaining pupils in religious

education, are fully challenged in lessons.(Paragraphs: 133, 214)

•. Provide sufficient suitable technical support for information technology, in order to releaseteaching staff to continue the very effective development of information andcommunication technology across the school.

(Paragraphs: 96, 104)

· INTRODUCTION

· Characteristics of the school

1.The Snaith School is an 11 to 16 mixed comprehensive school in a rural area of EastYorkshire. There are 766 pupils on roll and approximately the same numbers of boys and girls.Only half the pupils live in the catchment area; the remainder come from villages in theneighbouring county of North Yorkshire. A number also come from the town of Goole, about 6miles from the school. About three quarters of the pupils travel to school by bus. Pupils comefrom a wide social background; overall the socio-economic background of the pupils is betterthan average and the proportion of pupils entitled to free school meals is below average at 7percent.

2.The number of pupils on the school’s register of special educational needs is below average.There is a small number of pupils with hearing impairment who receive support from the localauthority.

3.Pupils’ attainment on entry is close to average, as shown by their results in tests at the endof Key Stage 2, although there is a wide gap between the attainment of boys and girls inEnglish, where boys are significantly less competent than girls. Standardised tests given topupils on entry over the last two years show that the attainment of pupils is broadly average.

4.There is fewer than one per cent of pupils from ethnic minorities in the school.

5.The school’s aims are set out clearly in the prospectus, together with succinct guidance fortheir achievement. The aims relate to highest achievement for all, and an ethos in whichindividuals value themselves and others.

6.The school has set the following targets for 1998-1999:

♦ . Percentage of pupils at each level in tests at the end of Key Stage 3:6+ 5+ 4+

English 49 80 96Mathematics 46 80 97Science 44 71 85

♦ . GCSE target:63 percent of pupils to achieve five A* to C grades99 percent of pupils to achieve five A* to G grades

1.Key Indicators

Attainment at Key Stage 31

Number of registered pupils in final year of KeyStage 3 for latest reporting year:

Year Boys Girls Total

1998 64 82 146

National Curriculum TestResults

English Mathematics Science

Number of pupils Boys 46 45 47at NC Level 5 or Girls 71 60 59

above Total 117 105 106Percentage at NC School 80 (78) 73 (71) 71 (71)Level 5 or above National 65 (N/A) 60 (N/A) 56 (N/A)

Percentage at NC School 32 (51) 47 (51) 41 (47)Level 6 or above National 35 (N/A) 36 (N/A) 27 (N/A)

Teacher Assessments English Mathematics ScienceNumber of pupils Boys 49 47 49at NC Level 5 or Girls 76 66 71

above Total 125 113 120Percentage at NC School 86 (87) 77 (74) 81 (81)Level 5 or above National 62 (N/A) 64 (N/A) 62 (N/A)

Percentage at NC School 32 (49) 50 (50) 36 (44)Level 6 or above National 31 (N/A) 37 (N/A) 31 (N/A)

1 Percentages in parentheses refer to the year before the latest reporting year

Attainment at Key Stage 42

Number of 15 year olds on roll in January of thelatest reporting year:

Year Boys Girls Total

1998 75 72 147

GCSE Results 5 or moregrades A* to C

5 or moregrades A* to G

1 or moregrades A* to G

Number of pupils Boys 37 70 72achieving Girls 49 69 71

standard specified Total 89 139 143Percentage achieving School 59 (55) 95 (99) 97 (99)

standard specified National 44.4 89.6 95.1

Attendance

Percentage of half days(sessions) missed throughabsence for the latestcomplete reporting year:

%

Authorised School 5.6Absence National comparative data 7.9Unauthorised School 0.3Absence National comparative data 1.1

Exclusions

Number of exclusions of pupils (of statutoryschool age) during the previous year:

Number

Fixed period 4Permanent 0

Quality of teaching

Percentage of teaching observed which is: %Very good or better 20Satisfactory or better 100Less than satisfactory 0

2 Percentages in parentheses refer to the year before the latest reporting year

7. PART A: ASPECTS OF THE SCHOOL

7. EDUCATIONAL STANDARDS ACHIEVED BY PUPILS AT THE SCHOOL

7. Attainment and progress

7. Attainment2.The high levels of attainment noted in the last report have been maintained. The attainmentof pupils when they enter school in Year 7 is broadly average, as measured by national testsin the core subjects of English, mathematics and science, and by other recognised tests. Boys’attainment in English tests at the end of Key Stage 2 is well below that of girls on entry.

3.Over the last three years, the attainment of both boys and girls has been well above averagein national tests at the end of Key Stage 3. Results in mathematics and science have beenconsistently well above average over this period but English results have varied. Althoughthere was a very high proportion of pupils reaching levels 5 and 6 in English in 1997, resultsin 1996 and 1998 were close to national average, and these results match observations madeduring the inspection, that attainment of both boys and girls in English at Key Stage 3 isaverage. Levels achieved in English in 1998 were below those of pupils in similar schools,while levels in science and mathematics were above. In a number of subjects, boys’attainment, although above average, is significantly lower than that of girls. In most of thesesubjects the difference is in line with the difference nationally, but in 1998 the difference wasgreater than average in English language, mathematics and French.

4.In 1998 the number of pupils gaining five or more grades A* to C in GCSE was well aboveaverage, and above the average for similar schools. Numbers of pupils gaining five or more A*to G grades, and one or more grade A* to G were above average and in line with the averagefor similar schools. Overall points scores in GCSE in 1998 were above average. The combinedscore for GCSE grades, which includes all these factors, is above average and in line with thescore for similar schools. Average CGSE grades have risen over the last three years, althoughboys’ results in English and mathematics have fallen slightly and were just below the nationalaverage in 1998. Results are rising at a slower rate than the national average, but from amuch higher base. The high standard of GCSE results, particularly by girls, was matched bythe quality of work seen at Key Stage 4 during the inspection in all areas of the curriculum.The standard of mathematics of both boys and girls in the current Year 11 is above average.

5.By the end of Key Stage 3, girls’ attainment in English language is higher than boys’, in linewith the difference nationally. By the end of the key stage most pupils speak confidently, listenwith understanding and explain thoughts and ideas effectively. Lower attainers can readmechanically, and higher attainers read difficult texts, such as Romeo and Juliet, withunderstanding. By the end of Key Stage 4 attainment overall in English language is average,but this conceals a downward trend by boys over the last three years. In 1998 the number ofboys gaining A* to C in English language was below average. All pupils get a grade A* to G.Results in English literature, which is taken by nearly ninety percent of pupils, were aboveaverage and the difference between boys and girls was close to the national difference. Mostpupils are articulate and can argue logically. They can make sense of straightforward texts.Lower attaining pupils can recall and describe the content of texts and higher attainersanalyse texts, showing sensitivity for language. All make themselves understood in writing andhigher attainers write faultlessly in a variety of styles.

6.In mathematics the attainment of both boys and girls at the end of Key Stage 3 matches testresults. Lower attaining pupils have a sound understanding of number, shape and space.Higher attaining pupils have sound competence across all areas of mathematics and a goodgrasp of techniques of problem solving. By the end of Key Stage 4, attainment in mathematicsis consistently above average, both in examination results and in work seen in lessons, forboys and girls, but boys’ examination results have been lower than girls’ for the last threeyears. They have a good grasp of all areas of the mathematics curriculum, use number, spaceand statistics confidently, and solve problems systematically.

7.Attainment in science by the end of Key Stage 3 is well above average in science lessons,and there is little difference in the attainment of girls and boys. Higher and lower attainershave a good understanding of the range of knowledge required by the National Curriculum inphysics, chemistry and biology, and can plan and carry out investigations. By the end of KeyStage 4, attainment in science continues to be well above average, and pupils can useknowledge and understanding of scientific ideas effectively in practical investigations.

8.In art pupils’ attainment is above average at the end of Key Stage 3. Pupils can recordaccurately from direct observation and imagination with good use of line and tone. At KeyStage 4 the examination results are well above average and numbers choosing the subjectare rising. Pupils can sustain extended study from conception to reality and use a range ofmaterials and techniques very effectively.

9.Attainment in design and technology and in physical education is average by the end of KeyStage 3 and rises to above average by the end of Key Stage 4. In both these subjects there islittle difference in achievement between boys and girls. In design and technology, GCSEresults have risen faster than most subjects over the last 3 years, and physical education hasstarted a successful GCSE course since the last inspection.

10.Attainment in information and communication technology, geography, music and modernlanguages is above average by the end of both key stages. In geography and information andcommunication technology there is no significant difference between the attainment of boysand girls but girls’ attainment is higher than boys’ in music and modern foreign languages. Thewell integrated use of information and communication technology in many subjects, includinggeography and history, allows pupils to reach a high standard across the full range ofinformation and communication technology statutory requirements. There is room to improvethe use of information and communication technology in art and science.

11.Pupils’ attainment is above average by the end of Key Stage 3 in history, where they havean overview of developing civilisations and can collect, select and interpret evidence. Pupilstaking history in Key Stage 4 reach high standards and results in GCSE are well aboveaverage. Highest results are by girls.

12.In music, pupils reach above average levels of attainment by the end of Key Stage 3 andthe small group taking GCSE reaches standards well above average. They can maintainreasonable ensemble in performance.

13.Attainment in religious education meets expected standards by the end of both key stages.Pupils at the end of Key Stage 3 can describe beliefs central to Christianity, but are not sosure about Islam or Sikhism. By the end of Key Stage 4, most can recognise the connectionbetween belief and action and have some idea of the concept of commitment. Long termteaching absence is having a negative effect on standards in the subject.

19. Progress14.Pupils make good, and sometimes very good, progress in most areas of the curriculum atboth key stages. In English language progress at both key stages is satisfactory; speaking andlistening is enhanced by effective group and paired work. Boys’ progress, particularly in KeyStage 4 is slower than that of girls, and this is linked to the strong emphasis on teachingliterature, at the expense of language. At Key Stage 4 progress in English literature is good,and boys’ progress is nearly as good as that of girls.

15.Pupils make good progress in all areas of the mathematics curriculum at Key Stage 3 andvery good progress in Key Stage 4, through effective setting arrangements that allow teachersto match the pace and content to the needs of pupils. In science, within the overall goodprogress, boys make better progress than girls in Key Stage 4. All pupils are acquiringappropriate knowledge and understanding of all aspects of science and are learning torecognise the effects of scientific and technological developments on the environment.Highest and lowest attainers make at least good progress; work in middle groups does notalways support the wider range of attainment found in these sets. Here progress is always atleast satisfactory.

16.Progress in information and communication technology is good at all ages in the schoolbecause the planning is highly effective, both within information and communicationtechnology lessons, and across the curriculum. Pupils’ well taught information andcommunication technology skills allow them access to information and communicationtechnology applications that enable them to make good progress in other subjects. Forexample, in geography pupils are able to work at their own levels through well planned use ofCD-ROM material based on local geographical features. Information and communicationtechnology is also used effectively in mathematics. Pupils’ work would benefit from greater useof information and communication technology in modern languages, science, art and music.

17.In design and technology progress at both key stages is good overall because tasks areadapted to suit pupils’ levels of skill and enable pupils to enjoy developing their skills in livelycontexts. Pupils’ good progress in both key stages in history and geography is partly the resultof sensitive and effective support given to all pupils through suitable worksheets to supportlower attaining pupils, and through tasks that allow higher attaining pupils to research andwrite at greater length.

18.Satisfactory progress in Key Stage 3 and good progress in Key Stage 4 in modernlanguages is enhanced at both key stages by teaching that challenges pupils to listen andthink, and through the effective use of the language laboratory. Pupils understand the routinefor its use and settle quickly to effective learning. Their confidence in speaking and writingFrench and German grows from answering simple questions in Year 7 to the ability tocommunicate effectively, with higher attainers speaking and writing accurately and at length bythe end of Key Stage 4. Particularly in Key Stage 4, girls make better progress than boys. Thisis not evident in individual lessons, but shows up in examination results.

19.In art in all years and music in all but Year 9, pupils make good progress. Good progress inmusic is supported by the wide range of extra-curricular activities that demand commitmentand high standards. For example, in Years 7 and 8 choir practices pupils are taught singingtechniques and expected to sing two part harmony in a range of styles, with an unusuallyprofessional approach. There is some limitation on progress in Year 9 because the timeallowed for music is too low.

20.Progress in physical education and religious education is good at both key stages.Thorough planning and the very effective way pupils of all ages are set individual targets havea significant impact on pupils’ progress in physical education, where all pupils are encouragedto improve their skills and knowledge. In religious education, pupils start from a low base ofknowledge and quickly learn facts about Christianity and the basic beliefs of Islam and

Judaism. By Years 10 and 11 their awareness and understanding grows so that they becomeincreasingly able to discuss moral and social issues. This is enhanced by effective use of alocal church leader to teach pupils about the place of organised religion in the community.Occasionally, higher attaining pupils are not sufficiently challenged in religious education.

21.Pupils with special educational needs make good progress in all areas of the curriculum. Ina number of subjects, including English, mathematics and science, pupils with specialeducational needs work in smaller sets where teachers adapt tasks by simplifying them andbreaking complex activities into small steps. In some lessons pupils are encouraged to workindependently through simple but manageable tasks. For example, in mathematics a groupmade up their own sums from numbers given by teacher. Pupils with special educationalneeds enjoy success in practical subjects such as design and technology and music. Wherelearning support assistants give help in lessons they are effective. However, in a lesson inmodern languages there was no support for a pupil with behavioural difficulties so his conductdistracted others.

22.There are very few pupils for whom English is not their home language. They makeprogress in line with others. There is no significant difference in the progress of pupils ofdifferent attainment, except for the middle attaining groups in science, and higher attainingpupils in religious education mentioned above.

28. Literacy across the curriculum23.Standards of written and spoken English across the school are good at both key stages.Pupils speak articulately and confidently, although they are insecure in the use of technicalterms in subjects such as design and technology, music and religious education. They listenwith very good attention and understanding to teachers. This is a strength in many subjectsand plays a major part in the attainment of high standards. In conversation with each otherand with adults they listen carefully and make appropriate responses. Pupils read lessonmaterials with sound understanding, the lowest attaining pupils sometimes being given extrasupport. In lessons where they are asked to read aloud they do so confidently. Opportunitiesfor extended writing are missed in some subjects, such as science and religious education. Inthose subjects, however, where extended writing is required, the standard is good. Soundliteracy, apart from the use of technical terms, makes a positive contribution to pupils’attainment in subjects such as design and technology, geography, history and music.

29. Numeracy across the curriculum24.Numerical proficiency across the curriculum is good in both key stages. Pupils show thatthey can confidently and competently apply their numeracy skills in a variety of contexts andtheir experience in other subjects is often enhanced because of their levels of numericalcompetence. In science experiments, across a range of topics that include velocity-timeformulae, temperature changes over time, and transpiration in plants, pupils accurately use avariety of measurement and graphical techniques. In modern foreign languages pupils carryout calculations in the different currencies and are conversant with the equivalent words fornumber and times of the day. In history and geography pupils show that they are at ease withdata presented to them in a variety of forms and in group work capably share ideas arisingfrom their interpretative skills. As part of the geography fieldwork study of Whitby, pupilscollect data from a series of surveys and questionnaires and use their statistical knowledge togenerate appropriate tables and illustrative graphs. In history, pupils investigate nationalcensus data from the years 1871-1891 for Woolwich and show that they can analyse the datain order to understand population movement and settlement. In music, pupils can count timeand use proportion to evaluate the relative value of different notes.

30. Attitudes, behaviour and personal development

25.The attitudes, behaviour and personal development of all the pupils throughout the school,including those with special educational needs, are very good, have a positive effect onattainment and are a strength of the school. Pupils’ attitudes to work are excellent, and this isseen in their response in lessons and their commitment to work at both key stages. Behaviourin lessons is good and around the school is excellent. Pupils are attentive and responsive toquestions and discussion. They are able to work independently and collaboratively. They arepunctual, very polite and helpful to each other and to visitors. They respect the environment,there is no damage to pupils’ work displayed throughout the school and litter is rarely seen.Pupils can be relied upon to undertake unsupervised duties such as organising the hall formorning assemblies.

26.Since the last inspection in 1994 it is notable that incidents of fixed period exclusioncontinue to be consistently very low and are well below the national average for schools of thissize. This is due to well considered aims effectively implemented. The school policy displayedin the prospectus and staff handbook gives very clear guidance and notice of expectations. Arange of sanctions, such as the mid-day detentions held by the head of year teachers, arebalanced by a very good system of rewards. Pupils find these sanctions fairly applied.

27.Pupils show interest in their work and sustain concentration. They are highly motivated andare keen to improve their work. It is this willingness to learn that contributes significantly to thegood progress observed in many subjects. The pupils respond well to the teaching in schooland teachers make a positive impact on the pupils by the example they set.

28.Relationships throughout the school, both between pupils and between pupils and staff,are very good and make a positive contribution to the ethos of the school. The day starts well,with regular opportunities for pupils to reflect and think of others.

29.The personal development of the pupils is very good. From the final term of Year 10, pupilsact as prefects and also run the school shop. They take their duties seriously, show initiativeand feel that they can make a positive contribution to the general ethos of the school. Pupils inall years can be relied upon to undertake unsupervised duties such as the rota for preparingand checking the hall for assembly. Pupils with special educational needs cope well withschool routines and grow in confidence; they often hold positions of responsibility.

30.All forms contribute positively to the school council. However, discussion is mainlyrestricted to the minor day-to-day matters of domestic arrangements within the school ratherthan wider issues designed to be of developmental benefit to pupils.

31.The continued maintenance of high standards since the last report and the harmonious,orderly environment are a reflection of the pupils’ attitudes to study, derived from a realisationof being valued, respected and encouraged to achieve.

37. Attendance

32.As at the time of the previous inspection, attendance is very good, being above average forsecondary schools. Incidents of unauthorised absence are minimal.

33.The school keeps attendance records fully in accordance with statutory requirements.There is a crisp start to the school day; most people arrive promptly and settle quickly into theday’s routines. Punctuality at the commencement of all lessons during the day is good and hasa positive impact on pupils’ progress in lessons. The education welfare officer effectivelyreinforces the school’s efforts to manage attendance matters by giving regular and positivesupport.

39. QUALITY OF EDUCATION PROVIDED

39. Teaching

34.Teaching overall is good at both key stages and no unsatisfactory teaching was seenduring the inspection. In both key stages just over half the teaching is good. In Key Stage 3 afurther sixth of the lessons observed were very good, and at Key Stage 4 the proportion ofvery good lessons was one in four. This is a significant improvement since the last inspectionwhen teaching in 15 percent of lessons was found to be unsatisfactory. The effective anddedicated teaching makes a significant contribution to pupils’ willingness to work hard andtheir ability to make good progress.

35.In modern languages and religious education most of the teaching is satisfactory in KeyStage 3. In other subjects at Key Stage 3 and in all subjects at Key Stage 4, more than halfthe teaching is good or better. In mathematics at Key Stage 4, nearly three quarters ofteaching is very good and the remainder is good.

36.The best teaching at Key Stage 3 was seen in art, mathematics, geography, music andphysical education where at least three quarters of lessons observed during the inspectionwere good or better. At Key Stage 4, teaching in all the lessons in art, geography, history,mathematics, music and religious education was good, and in English, information andcommunication technology and modern languages, teaching in at least three quarters oflessons observed was good. Teaching in nearly one third of science lessons in Key Stage 4was very good.

37.At both key stages, teachers have high expectations of pupils and the planning andmanagement skills needed to realise these expectations. This is particularly evident in KeyStage 4. In all but religious education in Key Stage 3, subjects are taught by specialists whocombine good knowledge of their subjects with suitable awareness of examinationrequirements.

38.Lesson planning and management of pupils are good in Key Stage 3 and very good in KeyStage 4. In many subjects this is a significant strength. English lessons include a variety ofeffective strategies that capture pupils’ interest. In all years there is an emphasis on teachingclose textual analysis in literature, that ultimately enables pupils to reach high standards inEnglish literature in GCSE. In art lessons, frequent demonstrations are used to guide pupilsand reinforce teaching points. In mathematics, teachers share learning objectives with pupilsand explain clearly. There is now a wider range of strategies used in mathematics lessonsthan at the time of the previous inspection. Teachers use practical tasks such as throwingdice, and real-life examples when exploring spreadsheets, to enthuse and motivate pupils.Planning in modern languages is satisfactory overall but sometimes lacks detail and learningobjectives are not always shared with pupils. Overall there is a good range of methods in bothkey stages.

39.Time is well used in most lessons, but in some short single lessons, for example in Englishand geography, teachers are not able to establish sustained discussion and often have tosettle for brief paired exchanges when longer discussion would be more effective. Teachersusually plan well for the longer double lessons and use the time effectively, but some pupils,particularly in Key Stage 3, tire before the end of the lesson. This is noticeable in modernlanguages where pupils are concentrating very hard on understanding and responding in aforeign language, sometimes spoken by the teacher and sometimes heard on audio tape.Pace is brisk and purposeful in most lessons. In English, history and geography lessons,teachers show short passages of video to illustrate points without slowing the lesson orallowing pupils to become passive watchers. In a few instances pupils spend too long on onetask. For example, in both science and music in Key Stage 3 pupils are sometimes expectedto spend too long listening, and their attention wanders, although in other respects, and in

most lessons, teaching in music is good at both key stages and in science at Key Stage 4.

40.Teachers make good use of resources within the school, particularly information andcommunication technology and other electronic equipment, and also external resources. Forexample, in a Key Stage 4 child development lesson on the effects of television on youngchildren the teacher prepared pupils through well informed discussion before showing a videoof a popular children’s programme for pupils to evaluate. Pupils were able to relate theprogramme to their knowledge of young children gained in earlier work with local play groups.In religious education a local minister regularly takes groups of Key Stage 4 pupils to hischurch to learn about church festivals. Information and communication technology is usedroutinely in a number of subjects, and in history, for example, pupils regularly interrogate theresources of the CD-ROM and books in the library. Modern languages makes very effectiveuse of the language laboratory to help pupils improve their speaking skills and develop theirconfidence in using a foreign language.

41.Teachers use individual education plans for pupils with special educational needs well, andadapt work or provide more individual support as individual pupils require.

42.Assessment is satisfactory. In most subjects teachers assess pupils’ progress effectively,both through careful marking of pupils’ written work and by being alert to pupils’ strengths anddifficulties in lessons. For example, in a German lesson where pupils were asked to respondindividually, the teacher recognised the difficulty some pupils had in speaking in fullsentences, so he added a short class oral exercise to build all the pupils’ confidence inspeaking. In a few lessons in mathematics that were otherwise satisfactory, the teachers weretoo slow to realise that some pupils were unable to move forward without individual help. Theschool marking policy is more consistently applied, than at the time of the last inspection sothat pupils now understand better how they may improve. Some marking continues to fallbelow this standard, for example in modern foreign languages.

43.A small number of parents expressed concern that pupils have too much home work, andthat tasks involve laborious copying from books. This was not observed and inspectors foundthat homework is well used to reinforce or extend the work done in class.

49. The curriculum and assessment

49. Curriculum44.At both key stages, the curriculum has good breadth, balance and relevance to the needsof all pupils. Especially at Key Stage 4, it provides an unusually wide range of courses withopportunities to gain accreditation. It reflects the school’s aims for the personal and academicdevelopment of pupils.

45.Since the last inspection the length of the teaching week has been increased to 24.5 hours.The distribution of time across the week meets most of the recommendations for teaching theschemes of work for subjects of the National Curriculum and the agreed syllabus for religiouseducation. The school meets the requirements for collective worship and sufficient provision ismade for sex education and the development of drugs awareness through personal and socialeducation and science lessons.

46.The present curriculum structure has some weaknesses, and disadvantages for somepupils result from features of time-tabling and the school day in which most lessons last for 35or 70 minutes:•. In some 70 minute lessons at Key Stage 3, for example in modern languages, pupils are

unable to sustain concentration.

•. Drama lessons lasting 35 minutes in Year 7 are too short for the efficient development ofthe key skills of the subject. To avoid this in Year 9, drama and music have 70 minutelessons for half the year but this produces discontinuity of learning and does notincrease the total time for music which was criticised in the last report as too short.

•. Pupils taking two modern foreign languages at Key Stage 3 do not receive therecommended entitlement to physical education, and also have lessons in informationtechnology outside usual class time.

•. At Key Stage 4, the pace of learning in business studies is adversely affected when pupilsare taught in half-day sessions because a simultaneously time-tabled course at thelocal college requires this provision. This is an equal opportunity issue in that provisionfor some pupils is disadvantaging others. (The school is improving this situation fromSeptember).

•. Temporary staffing difficulties have resulted in some modern languages classes beingtaught by two or even three teachers and this is slowing progress at present in theselessons.

1.There is good provision within the curriculum for pupils with special educational needs atboth key stages. Withdrawal from lessons for specialist support is well managed so that theydo not lose contact with work done by classmates. At Key Stage 3, they benefit especiallyfrom being taught in smaller classes in English, from opportunities for paired reading with olderpupils and basic literacy classes at the start of the school day which improve access to thecurriculum. Pupils are given good support with basic communication and numeracy skills andin science a small number of pupils for whom GCSE is inappropriate take a suitablecertificated course.

2.At Key Stage 4, in addition to the required subjects, the curriculum offers a good range ofcourses including some which are work-related. There are GCSE courses in business studiesand child development, and a college link course leading to certificates of achievement in unitsof the national vocational qualification in practical engineering. All pupils take short coursesleading to certificates of achievement in key skills of information technology, and in music,dance and drama leading to public performances and school certification. Drama is alsoprovided to GCSE level and is commented upon elsewhere in this report.

3.Courses in business studies are a popular option. They are so structured that in addition togaining knowledge of business practices and concepts, pupils have plenty of opportunities topractise and develop skills of information technology. In lessons observed, pupils showedsatisfactory levels of understanding. They worked purposefully and sustained concentrationfor most of the very long sessions.

4.The provision of information and communication technology in both key stages is wellorganised and managed so that pupils gain good experience of each of the applications andcan gain accreditation in key skills. The college link course in engineering provides a goodrange of experience for pupils at different levels of attainment. Based upon units of thenational vocational qualification, it provides evidence of relevant earlier learning for thoseintending to follow related courses after leaving The Snaith School. During Year 11,awareness of the world of work is further extended by the provision of work experience. Thequality of careers education and guidance is very good. It is valued by pupils and parents andis well supported by effective liaison with local employers, the careers service and colleges offurther education.

5.There is a good system for ensuring that pupils with special educational needs make asmooth transition between Key Stage 3 and Key Stage 4, with due consideration of the mostappropriate courses for individuals.

6.The school has effective links with primary schools which support pupils’ movement intosecondary education and are particularly helpful to those with special educational needs.Teachers are better informed of pupils’ earlier experience and attainment than they were atthe time of the last inspection. There are particularly good curricular links in information andcommunication technology between the school and a number of primary schools.

7.There is a good range of extra-curricular provision and the level of pupils’ participation ishigh. The provision includes interest or subject related clubs before and after school and in thelunch-break. There are opportunities for visits within this country and abroad, including to localindustries and for residential courses at outdoor pursuits centres. Pupils can join the Duke ofEdinburgh’s Award Scheme and take part in performances of music and drama. School teamsand individuals perform to good standards in several games and sporting activities.Approximately half the pupils and a quarter of the teachers are regularly involved in extracurricular sports.

59. Assessment8.The school has made good progress in developing and implementing its assessmentprocedures and its use of assessment data since the last inspection when a number ofweaknesses were identified. The provision now is satisfactory with some good features.Improvements have resulted from a systematic process of review and consultation involvingteachers, pupils, parents and the local education authority. Pupils are increasingly involved insetting targets for improvement, with both the advice of subject teachers and guidance fromclass tutors whose roles are now more clearly defined.

9.Assessment data is increasingly used to establish pupils’ attainment on entry and to form abase-line against which to measure future progress. Assessment is effective in identifyingwhich pupils have special educational needs requiring additional support. Results of nationaltests at the end of Year 9 are used well to predict potential results at GCSE and to supportprogress towards their achievement by strategies such as mentoring. There is insufficient useof assessment linked to National Curriculum levels in Key Stage 3 in science, and assessmentin music overestimated pupils’ levels last year.

10.More departments than at the time of the last inspection are analysing examination resultsto identify significant trends and features and, in the best examples, to identify needs tomodify teaching and learning styles, or to improve the provision of resources. Teachers aremostly well informed about the learning difficulties of pupils with special needs and the targetsset for them. Staff have received effective training in assessing the appropriateness to theirclasses of different levels of written language.

11.The school has an effective system for assessing the progress of pupils with specialeducational needs that involve learning difficulties. Procedures for assessing these pupilsmeet statutory requirements and are well understood by staff. Individual education plans areeffective; they summarise test evidence well and pupils and parents contribute to the targetsset.

12.Annual reports to parents meet statutory requirements and provide satisfactory informationabout effort, progress and attainment. Records of Achievement are well maintained todemonstrate pupils’ achievements.

64. Pupils’ spiritual, moral, social and cultural development

13.The provision the school makes for the spiritual, moral, social and cultural development ofits pupils is good. There are, however, distinct variations between the provision for spiritualand cultural development which are satisfactory and the provision for moral and socialdevelopment which are excellent.

14.History, drama and religious education make significant contributions to the spiritualdevelopment of pupils. The history project on Snaith Priory done by pupils as part of theirGCSE course makes a particularly good contribution to their spiritual awareness. Drama givespupils opportunities to express their feelings and emotions in positive ways but in other areasof the curriculum opportunities are missed to give pupils time to consider their life experiencesin ways which develop their spiritual awareness. School assemblies give pupils a good qualityexperience in that they highlight moral and social issues both contemporary and of longstanding. However, the spiritual dimension is not given such emphasis.

15.The provision the school makes for the moral development of pupils is excellent. All staffand all departments in the school positively support the school’s stated aims, objectives andvalues and the staff provide very good role models for the pupils who themselves display avery high standard of behaviour and excellent attitudes towards staff and each other. Such isthe success of the school that pupils are able to leave their coats and bags in cloakrooms andcorridors without fear of vandalism or theft.

16.The school makes excellent provision for pupils’ social development. Staff and pupils caredeeply for each other and there is a high level of trust between all those who are involved inthe life of the school. Many examples are available of successful collaborative work, such aspaired help in reading and social responsibility through charity work and fund-raising. Allsubjects include in their schemes of work ways to encourage pupils to work together, to helpone another, to participate in the community and to develop an understanding of citizenshipthrough the life of the school. There is a wide range of extra-curricular activities, school visitsand charity events all of which make their valuable contribution to the sense of communitywhich the school has engendered.

17.Although the school’s provision for the cultural development of pupils is satisfactory in thatit gives pupils opportunities to experience a range of literature and music and enables pupils tobe aware of their own cultural heritage, there are still too few opportunities for pupils toexperience and investigate other cultures. In religious education some opportunities to beaware of other cultures are given through the study of world religions but opportunities aremissed in many areas of the curriculum to introduce pupils to other cultures and the effect theyhave on other people’s beliefs, values and attitudes.

18.The school has sustained, and in many cases improved on, the good features mentioned inthe previous report. "Thought for the Week" linked to assembly themes is now used effectivelyby most staff but there are still limited opportunities for pupils to develop their understandingand appreciation of a variety of ethnic cultures in this and other countries.

19.Pupils have many opportunities to hold positions of trust. These are undertaken with agreat sense of pride and with sensible attitudes. Other pupils have respect for their colleagueswho have representative positions, for example as members of the school council or asprefects. This is embedded into the schools’ ethos from the beginning of Year 7; it is effectivein the aim to give all pupils a sense of responsibility.

20.The school meets the statutory requirements for the provision of collective worship.

72. Support, guidance and pupils’ welfare

21.The support provided for pupils’ welfare and guidance was found to be very good at thetime of the last inspection, and this continues to be the case. Procedures for monitoringprogress and personal development are good. All staff show a caring attitude towards pupilsand strive very hard to help them academically and socially in a safe environment. Pupilsrespond to the good example set by responding appropriately. Behaviour is monitoredeffectively through the strong pastoral system.

22.Pupils with special educational needs receive effective pastoral support. Senior staff workhard and with considerable success to ensure that they have a secure environment in which tolearn. All pupils are encouraged to develop their individual personalities. This aspect of schoollife is a considerable strength.

23.Procedures for monitoring and promoting good attendance are very good, as was reportedin the last inspection report. There are commendation plaques displayed to celebrate thesuccess of pupils who achieve one hundred percent attendance during their time at theschool. Praise is given in assemblies for the class with the best weekly attendance figure. Thesmall number of pupils who find regular attendance difficult are well supported by a member ofstaff who works in close collaboration with the educational welfare officer.

24.Procedures for promoting pupils’ well being, including child protection and health andsafety remain good, as noted in the previous report, although discussion with the pupilssuggests that more could be done to ensure that they understand the details contained in theschool’s child protection policy. There are no major health and safety issues and minor matterswere brought to the attention of the school during the inspection.

25.The personal and social education programme is used to develop high personal standards.There is a good programme for teaching about drugs, solvent abuse and sex information thatis designed both to fully inform and to instil responsible attitudes. During the time theinspection was in progress no lessons were observed, but discussion with teaching staff andpupils plus a review of policy documents indicates that this aspect of school life is effective.

77. Partnership with parents and the community

26.Partnership with parents and the community is very good. The school is effective in thework it does to promote itself in the community and by this, to secure benefits to academicstandards, personal development and career choices. The prospectus and the governors’annual report are very good; they are informative and meet statutory requirements.

27.The annual reports to parents are good. They are supplemented by others sent periodicallyto report on both the progress pupils achieve and the efforts they are making. Clear levels ofattainment and expectations of examination results are defined. Targets to ensure successare set out. This is reinforced by target setting done by pupils in collaboration with their formtutors.

28.Links with parents of pupils with special educational needs are good and parents are fullyinvolved in annual reviews. Parents speak highly of the school’s provision for their children.

29.Parents support the school by fund-raising, by helping to organise sporting activities and asgovernors or career mentors. Parents approve the arrangements for homework. Althoughsome felt the burden imposed was excessive, other parents who attended the meeting prior tothe inspection commended teachers for the level of thought they put in to designing homeworkassignments. Inspectors found that homework is effective and that parents support pupils’academic work, for example by attending parents’ evenings and signing homework diariesregularly. Parents praised marking for its consistency, and inspectors broadly agreed, althoughthey found some sketchy marking in modern foreign languages.

30.Enrichment through links with the community is very good. The links the school has withprimary schools and the arrangements in place to guide pupils in their careers and the nextstage of their education are praised by all who encounter them. Staff, pupils, careers advisers,governors and employers have together established a strategic alliance to ensure that eachpupil has appropriate individual support. The school has valuable links with local industry andpupils are encouraged to appreciate the value of good quality craft-based careers. Technicalapprenticeships secured with high profile local employers are highly prized. Links with a local

college include opportunities to achieve formal certificates of competence in engineering, andwork of a high standard is produced in this area.

31.The efforts the school makes to promote itself in the community, and to consult and involveparents and pupils in the educational experience combine to give pupils every opportunity toprepare for life as adults. It does this very successfully.

83. THE MANAGEMENT AND EFFICIENCY OF THE SCHOOL

83. Leadership and management

32.The headteacher is new since the last inspection and has been in post for three years.Under his strong and effective leadership the school has maintained and raised its highpastoral and academic standards. This clear sighted leadership ensures that in all its activitiesthe school works purposefully towards clear aims that are shared by all staff, pupils andparents. The headteacher has made some appropriate changes since the last inspection,mainly in the role of middle managers; they are now responsible for development planning andtheir funds are allocated on a fairer basis to enable them to plan more effectively.

33.The school development plan is a significant strength. It is very clear, with a realistic one-year improvement plan linked to a three year development plan. The school evaluates many ofits initiatives effectively. For example, the school carried out a thorough evaluation of pupils’target setting, by making a detailed analysis of a representative sample of teachers’ andpupils’ responses.

34.The governing body is committed and knowledgeable. Governors have a good grasp of theschool’s strengths and the challenges facing it. There is a suitable committee structure thatenables governors to carry out their monitoring role conscientiously and take a full part inbudget setting and development planning. A good example of the way they maintain anoverview of what is happening in school is through the ‘governor of the month’. Each governorspends a day in the school looking at a particular aspect of the school’s work, such as learningsupport, and reports back on the visit to the whole governing body.

35.Senior management, consisting of the headteacher, two deputies and a senior teacher,work together as an effective team. One of the deputies is also the special needs co-ordinatorand works closely with the learning support department. The long-term absence of the head ofreligious studies is putting an additional load on this deputy. The responsibilities of the seniormanagement team are sometimes linked and the good informal relationships between themprevent unnecessary overlap. Responsibilities are appropriate in most instances, but there aresome routine tasks that could be done by less senior staff. There are clear lines ofmanagement and heads of department are expected to evaluate and account for examinationand test results. The responsibility to support and monitor the work of departments is not soclear, and the lack of this support is evident in minor ways in the work of some departments,for example, in development planning in science and marking in modern languages.

36.Administration in all departments is effective, and all departments have clear priorities andaims. However, middle managers have responded unevenly to their increased autonomy. Allmonitor the work of departments, but in most departments there is a need for a more formalstructure for looking at teachers’ planning and observing lessons. At present, monitoring is toocasual, relying mainly on chance opportunities to observe colleagues’ work. The planning andevaluation of work in information and communication technology is tight and effective.

37.Departmental development plans are linked to the school improvement plan. Some givestrategies for achieving desired outcomes and show how the department can evaluate itseffectiveness. There is good practice in information and communication technology, and inlearning support where responsibilities for action are allocated, and there are clear strategiesfor achieving targets. Development plans in mathematics and English have insufficient detailabout the cost and time needed for initiatives to be fully effective tools for planning andevaluating. The science development plan is very brief and does not, for example, provide arationale for spending decisions in one of the highest spending departments.

38.Heads of year form a very effective pastoral team. There is good liaison between them,and each year team is well led. Heads of year are supportive to colleagues whose role as formtutor is central to the welfare and guidance of pupils.

39.Pupils play an unusually important part in the management of the school. There is a veryeffective team of prefects with clear hierarchy and roles. Prefects carry out the many tasks -including supervising younger pupils who help to run the tuck shop - with pride, responsibilityand courtesy. They are excellent role models for younger pupils and make a significantcontribution to the smooth running of the school.

40.Some pupils who take a second language in Key Stage 3 are not receiving their fullentitlement to physical education. The school does not fully meet requirements for appraisal.All other statutory requirements are met.

92. Staffing, accommodation and learning resources

41.The match, number and qualifications of the staff adequately meets the needs of thecurriculum although there is a problem in religious education, caused by long term sickness.

42.Arrangements for the professional development of all staff have been confirmed by theaward of Investors in People status and are satisfactory. There is a coherent plan for staffdevelopment that matches needs identified in the school development plan. For example, themathematics department is involved in training in order to pilot departmental monitoring.

43.There has been effective staff training on a number of matters related to whole schoolissues, such as literacy and information and communication technology. The school hasfollowed the local authority’s advice to suspend formal appraisal pending new legislation. Thecurrent arrangements for appraisal do not fully meet statutory requirements. At presentappraisal is done too informally and does not enable the school or individual teachers toreview their roles and improve their working practices. There are good arrangements for theinduction of newly qualified teachers.

44.In most areas there are sufficient support and administration staff, who make a significantcontribution to the smooth running of the school. However, there are a few occasions whenpupils’ with special educational needs require more support in lessons. There is an urgentneed to provide a technician to handle the day-to-day operation of the school’s swiftlyincreasing stock of up-to-date computers.

45.The accommodation is very well maintained. It is exceptionally clean and there is a totalabsence of graffiti and rubbish. The improvements to the school library, which was criticised inthe last report, have enabled the school to meet more closely the pupils’ need to carry outresearch tasks and improve their ability to learn independently. There is a skilled librarian whoworks with pupil volunteers to ensure good supervision. The accommodation adequatelyenables the curriculum to be delivered, although there are weaknesses in some areas.

46.Most faculties are contained within suites of rooms but languages and design andtechnology are not. The school is aware that this inadequacy affects the learning environment

adversely. The projected capital spending plans have taken this into account. The singlestorey huts in the school yard also place limitations on the learning environment. For example,the room used for modern languages is unsuitable for using audio equipment and pupils’progress in these lessons is therefore adversely affected. These buildings are difficult to heatin winter and poorly ventilated in hot weather. There are no covered walkways between theseunits and the main school building, pupils have to cross this open space to gain access totoilets in the main block. Accommodation in art is unsatisfactory; teaching space is cramped,and there is insufficient storage space. There is a shortage of practice rooms in the musicarea.

47.Overall, the resources for learning are adequate, and there is a good number of computers.There is some inadequacy in the amount and quality of resources, particularly books, for theeffective delivery of the curriculum. For example, there are insufficient chemistry workbooks tosupport the programmes of study, including homework. The range of general interestlanguage books in the school library is limited with few recently published titles. The range andquality of equipment to allow information technology to be taught in all subject areas isimproving, but the balance between stand-alone computing capacity in the specialistdepartments with the linking of other systems into a network is still in the development stage.There is insufficient provision for the use of information and communication technology indesign and technology.

48.In English, mathematics and design and technology resources are adequate. Workshopsare tidy and well maintained. In the physical education department both accommodation andequipment are excellent. There is good provision for outdoor sports.

49.Since the last inspection the school has maintained its good provision of qualified staff,improved the library accommodation and made better provision for information andcommunication technology. There has been improvement in arrangements for appraisal in theinterim, but as explained above, these are currently in abeyance and need to be restored.

101. The efficiency of the school

50.The quality of whole school financial planning is very good and has improved since theprevious inspection. All elements of good practice are included in the school developmentportfolio and priorities relating to the improvement of attainment are clearly linked toexpenditure. There are clear indications of monitoring and evaluation of the effectiveness ofplanning.

51.The governing body is fully informed of priorities and developments and makes strategicdecisions on spending based on clear and detailed information supplied by the headteacherand senior management team. The school has a small surplus which is carried over and this isa result of careful and skilful financial management.

52.The overall use of teaching and support staff is good and teachers are deployed wellaccording to their qualifications, expertise and experience. The only weakness is the absenceof an information technology technician which results in the overloading of the teacher withresponsibility for information technology. The registration periods are used constructively andeffectively by staff to build good relationships with pupils, and the two assemblies held everymorning are an example of effective use of time available.

53.The school makes good use of its accommodation. Facilities such as the library andinformation and communication technology rooms are fully used and the very good behaviourand excellent ethos of the school means that all rooms are available at all times and pupilshave adequate opportunities for using rooms as social or working areas outside lesson time.

54.Time is used well within the constraints of the timetable. Pupils move quickly but calmlybetween lessons and movement to and from assembly is swift and orderly. In most lessonsand during lunchtime and after school activities, such as choir practices, time is usedpurposefully. The structure of the timetable leads to some inefficiencies. For example, pupilssometimes tire in long lessons and in spite of their willingness, are unable to sustain highlevels of concentration.

55.Whole school financial control and school administration are excellent. The governing bodyand senior management team regularly monitor and evaluate the budget and spending.Departments are clearly informed of their financial allowances and the recent internal auditreport commended the school on its standards of financial and administrative systems whichwere also being operated correctly by the staff. The school appropriately allocates and usesfunding and resources for children with special educational needs.

56.The school has successfully and effectively addressed the issues from the previous report.Spending is monitored and evaluated closely and help is given to heads of departments inplanning their spending.

57.The arrangement for paying for the use of the sports hall, which is on the school’s premisesand shared with the local community, is unsatisfactory. There is no written agreement and thematter needs to be resolved speedily to allow the school to plan and manage its budgeteffectively.

58.At the time of the last inspection, the school gave very good value for money. Taking intoaccount the very good quality of education provided, the good progress pupils make, theexcellent ethos and the average income per pupil which the school receives, the schoolcontinues to provide very good value for money.

110. PART B: CURRICULUM AREAS AND SUBJECTS

110. ENGLISH, MATHEMATICS AND SCIENCE

110. English

59.The attainment of pupils in English at the end of Key Stage 3 is in line with the nationalaverage. Test results at the end of the key stage in 1998 were in line with the nationalaverage. They have varied over the last three years, averaging well above the nationalaverage. Test results in 1998 were below those of pupils in similar schools. Teacherassessment and pupils’ attainment in lessons match test results. The attainment of girls ishigher than that of boys by about the same amount as is true nationally.

60.By the end of Key Stage 3 most pupils speak confidently and articulately. They listen verywell to teachers and to each other. All pupils can read mechanically, at least at a basic level.Most read sufficiently well to understand the main points of what they read and drawinferences from the text. They understand Shakespearean text, sometimes needingassistance. In writing, the lowest attainers succeed in communicating, although with manyerrors. Most make effective communication while the best show good sensitivity to languageand are technically accurate.

61.The overall attainment of pupils at the end of Key Stage 4 is in line with the nationalaverage in English and well above the national average in English literature. The percentageof pupils gaining grades A* to C in GCSE in English is above the national average but hasfallen over the past three years, due entirely to a decline in boys’ results. Girls achieve betterresults than boys, whose results in 1998 were below the national average for boys. Thedifference in average grades between boys and girls is greater than the national differenceand the gap is widening. All pupils achieve grades A* to G. The percentage of pupils achievinggrades A* to C in English literature is well above the national average and has risen over thepast three years. Girls achieve better results than boys but the difference is similar to thenational difference. A higher proportion of pupils than in most schools is entered for GCSEEnglish literature and virtually all achieve grades A* to G. Attainment in lessons matchesexamination results. Standards of attainment overall are similar to those at the previousinspection.

62.By the end of Key Stage 4 most pupils are articulate. The highest attainers argue logicallyand consider each other’s views thoughtfully. The lowest attaining pupils read with somehesitation but make sense of straightforward texts. When studying literature they are largelyrestricted to recall of plot. The highest attaining pupils have good analytical skills; theyrecognise and understand concepts such as imagery, themes and figurative language. Thewriting of all pupils is intelligible. Most express themselves clearly but errors are common in allbut the highest attainers, who write faultlessly in a mature style. The writing of all pupils isintelligible. The attainment of girls is significantly higher than that of boys.

63.Most pupils make satisfactory progress in Key Stage 3. Their skills in speaking andlistening develop through the many structured opportunities they have to work in pairs andgroups. Progress in reading is assisted by the library skills programme in Year 7.Understanding of literature and the acquisition of higher reading skills are developed by avariety of strategies including the ‘hot-seating’ of characters from Romeo and Juliet. Pupilsdevelop their writing skills by regular practice in styles as diverse as autobiography, travelagents’ brochures and poetry.

64.Most pupils make satisfactory progress in Key Stage 4 in English and good progress inEnglish literature. Their speaking, listening and writing skills develop through the provision ofmore advanced tasks such as investigating the construction of folk and fairy tales. Lower

attaining pupils make particularly good progress when their interest is captured, as in a lessonwhere they listened to tape-recordings of job interviews. Good progress in reading is aided byconcentration on literary analysis with an emphasis in all literature lessons on close reading ofthe text.

65.Pupils with special educational needs make good progress at both key stages. Theybenefit from being in withdrawal groups and small teaching groups. They receive effectivehelp from learning support assistants and teachers, who respond to the pupils’ individualeducation plans. The paired-reading scheme is successful.

66.Pupils’ response to English is very good. They show interest in their work and manyvoluntarily word-process their projects and coursework. They maintain concentrationthroughout lessons and behave very well. Pupils are courteous and helpful to each other andto adults. They work well together in group or pair-work.

67.Teaching in English is good overall and has improved considerably since the previousreport. At Key Stage 3 it is good, and occasionally very good, in six lessons out of ten. At KeyStage 4 it is good, and occasionally very good, in seven lessons out of ten. There is nounsatisfactory teaching at either key stage. Teachers have good subject knowledge,particularly at Key Stage 4, where they know the texts particularly well. They have realisticallyhigh expectations of pupils, particularly in literature lessons where they stress the importanceof reference to the texts. Units of work and individual lessons are well-planned. Teacherssuccessfully use a variety of strategies. For example, they make use of short snippets of videoin order to illustrate a point. All teachers combine good discipline with a pleasant workingrelationship with pupils. Marking has improved considerably since the previous report.Comments are aimed at helping pupils to improve and are related to their individual targets.Appropriate homework is set regularly and extends or consolidates work in lessons.

68.The department is well-led and functions effectively. The curriculum is planned carefully butemphasises the teaching of literature at the expense of language, and this inhibits theprogress, particularly of boys, in English language, The department has analysed the reasonsfor the under-performance of boys and has accordingly put more curricular emphasis on non-literary aspects of English. It is leading in the development of a whole school literacy policywhich is building on practices in feeder primary schools. English makes a significantcontribution to pupils’ cultural life through the sensitive study of a wide range of literature.

120. Drama69.The subject is taught to all pupils at Key Stage 3 and contributes to a non-examinedexpressive and performing arts course at Key Stage 4 where it is also an optional GCSEsubject. In 1998, results were well above the national average for grades A*-C.

70.Skills of evaluation are satisfactory, but the limited time available for drama in Years 7 and9 prevents pupils from developing this aspect further. Pupils are enthusiastic and quicklyaccept the basic disciplines so that progress is good. They listen attentively to teachers andeach other. They become confident in group work and in improvisation. At both key stages,pupils work hard in rehearsal and are able to identify means of improvement without unduereliance upon teachers’ support. The quality of teaching is good and often very good,demonstrating high levels of subject expertise and high expectations of pupils’ response tochallenge. Experiences in drama contribute significantly to pupils’ exploration of relationships,motivation and social issues.

122. Mathematics

71.The attainment of pupils in mathematics at the end of Key Stage 3 is well above thenational average. Test results at the end of the key stage in 1998 were well above the nationalaverage. They were the best achieved over the past three years and above those of pupils insimilar schools. Teacher assessments are consistently in line with test results. Girls’ testresults are slightly better than boys’, compared with national results in which boys performslightly better than girls. By the end of the key stage pupils’ attainment in lessons matches testresults and they show they understand the various aspects of their work in mathematics. Theyconfidently use correct technical vocabulary in describing geometrical shapes and theirproperties. They competently manipulate algebraic symbols, interpret and illustrate statisticaldata, and carry out calculations accurately.

72.The overall attainment of pupils at the end of Key Stage 4 is above the national average.The number of pupils gaining grades A* to C in the 1998 GCSE is above the national average.There has been a downward trend in grade A* to C results over the last three years but resultshave always been above the national average. The proportion of pupils gaining grades A*, Aor B has been consistently well above the national average and has increased significantlysince the last inspection. Almost every pupil achieves a grade within the range A* to G.Attainment in lessons at least matches examination results and observations indicate thatcurrent Year 11 pupils will produce significantly improved GCSE results within the A* to Crange. By the end of Key Stage 4 most pupils have an extensive repertoire of mathematicalvocabulary, solve equations of varying complexity, analyse and illustrate data, constructalgebraic and statistical graphs, use trigonometry, investigate problems and consolidate theircomputational skills. In GCSE examinations girls have consistently and significantly performedbetter than boys whilst nationally there has been very little difference. However, boys in thecurrent Year 11 are doing better than girls. Pupils’ GCSE grades in mathematics are broadly inline with their grades in their other subjects.

73.Pupils make good progress in Key Stage 3. The content of lessons invariably has astructure that builds on previous learning and consolidation and practice are usuallyaccompanied by the acquisition of new knowledge and skills. Progress is made by higher andlower attaining pupils because, when all pupils are working on the same topics, exercises andexplanations are formulated to match the range of individual pupils’ needs. For example, allpupils demonstrate that they understand experimental probability and probability scale. Lowerattaining pupils progress sufficiently to be able to list single theoretical probabilities, whilsthigher attainers confidently calculate the probabilities of combined events. By the end of KeyStage 3 nearly all pupils cope satisfactorily with number and basic computational skills and theunnecessary use of calculators, indicated in the last report, is now uncommon.

74.In Key Stage 4 pupils make very good progress. Their knowledge increases steadily andtheir skills develop through the provision of carefully constructed schemes of work that areregularly modified in the light of experience. Continued effective setting arrangements enableteachers to provide each particular group of pupils with challenging work that is appropriate toindividual pupil need and enables all pupils to experience the same range of mathematicaltopics. For example, higher attaining pupils demonstrate mathematical thinking andunderstanding of a high order when they competently sketch and describe transformations ofalgebraic and trigonometric graphs. Lower attaining pupils carry out geometricaltransformations and show that they understand the concepts of reflection, translation, rotationand magnification. In both key stages the quality of written work and diagrams is generallygood but is sometimes lacking in rigour and structure, particularly in the higher sets.

75.Pupils with special educational needs make good progress in Key Stage 3 and very goodprogress in Key Stage 4. Work is specially tailored to match their needs and their self-esteemis enhanced as they are given the opportunity to demonstrate their knowledge and skills. Forexample, a group of Key Stage 4 pupils confidently use correct vocabulary and accurately

calculate factors, primes, multiples and squares of numbers, describing their reasoning withvarying degrees of formality.

76.In both key stages pupils are very well motivated and they consistently adopt a mature,positive and studious attitude to their work. Their conduct is rarely other than exemplary andthey display a healthy regard and respect for the subject. Levels of sustained concentrationare generally very high and the relationship between pupils and teachers is positive andcharacterised by co-operation and harmony.

77.Teaching in mathematics is good overall and has improved since the last inspection. It isvery good in more than half of lessons and good in two in five. No unsatisfactory lessons wereobserved during the inspection and teaching is strongest in Key Stage 4 where teaching innearly three quarters of lessons was very good. Teachers have a very good command of thesubject, thoroughly prepare lessons and use a greater variety of methods and strategies thanat the time of the previous inspection. In the best lessons the teacher fully involves the pupilsin the exposition, engenders a brisk pace, sets challenging and realistic tasks and continuallyassesses the level of understanding of the pupils. For example, a high attaining group of KeyStage 3 pupils, engaged in an investigation to maximise the area of rectangles of fixedperimeter, employ a range of strategies, culminating in using spreadsheets in informationtechnology to generate data and graphs. The teacher punctuates the lesson with short-termtargets, shares the objectives of the lesson with the pupils, checks the progress of individuals,and ensures that there is a good pace without allowing any pupils to fall behind. In lesssuccessful lessons the teacher does not fully involve all the pupils during the process ofexposition, relying on responses from a limited number of pupils, and does not vary theactivities in order to sustain the lesson’s momentum towards the end of double periodsessions. Homework is well used at both key stages to reinforce work in class.

78.The team of mathematics teachers is experienced and enjoys the benefits of strong,capable and enthusiastic leadership. Schemes of work are dynamic and formulated tofacilitate continuous evaluation and modification. The department has a wide range ofassessment data that has the potential for further development and greater cohesion,particularly for enhancing the setting of individual pupil targets and contributing to findingexplanations for why the performance of boys in mathematics is significantly lower than that ofgirls. The department’s development plan, which should in future incorporate criteria forsuccess, needs to include these elements in order to capitalise on the undoubted strengths ofcurrent provision.

130. Science

79.Attainment in Science is well above national expectations at the end of both key stages. Inthe National Curriculum tests taken at the end of Key Stage 3 over the period 1996-98,attainment was consistently well above the national average. Test results are well above thoseof pupils in similar schools. Teacher assessments and pupils’ attainment in lessons match thetest results. The attainment of boys and girls in the school is very similar. The girls performparticularly well when compared to the national average for girls. The school science resultswere very similar to those in mathematics and better than in English. By the end of KeyStage 3, most pupils have a good knowledge and understanding of all aspects of science.They can record observations and measurements systematically and present data as linegraphs. They can draw conclusions that are consistent with the evidence and begin to relatethese to scientific knowledge and understanding.

80.At the end of Key Stage 4, the number of pupils gaining grades A* to C in GCSE is wellabove the national average and has risen over the past three years. Boys have performedslightly better than girls in the last two years. Pupils in the school attain better results inscience than in mathematics and English language. The work seen during the inspection isconsistent with the attainment shown in the GCSE examinations. By the end of Key Stage 4,

pupils show an awareness and understanding of the effects of scientific and technologicaldevelopments on society and on the environment. Pupils’ experimental and investigative skillshave improved since the last inspection and are now good. They have a good awareness ofpossible variables, and the need to control them. Pupils’ ability to plan and carry out aninvestigation is better than their ability to analyse and evaluate their results.

81.Overall, pupils make good progress in both key stages. The progress made by boys in KeyStage 4 is greater than that made by the girls. Pupils’ exercise books show continuity oflearning and sustained progress over time. Pupils with special educational needs make goodprogress. Teachers are aware of their individual needs and incorporate these into their lessonplanning. In lessons the best progress was made by the high and low attaining pupils. Pupilsmade very good progress when teaching methods were well matched to their learning needs.In a lesson revising green plants as organisms with a group of high-attaining pupils, the lessonstarted with a summary of the key areas of the topic. Each area was taken in turn, and byquestion and answer key revision statements were produced and written on the board. Duringdiscussion of plant structure, pupils made their own notes on the functions of the differentparts of a plant. When reviewing pollination, the pupils did a short practical activity dissecting aflower in order to name the parts and their functions. The highest attaining pupils coped withthe fast pace and participated fully in all the different types of activity. Throughout, the teacherwas challenging thinking by constant questioning. Middle-attaining pupils generally makesatisfactory rather than good progress because the wider spread of learning needs is notadequately catered for where lessons are class taught. As at the time of the last inspectionreport, there are insufficient opportunities for pupils to make decisions for themselves or towork autonomously.

82.Pupils with special educational needs make good progress in both key stages becauseteachers are aware of their individual needs and help them appropriately. Learning supportassistants provide limited but effective help.

83.Pupils’ response to their work in both key stages is good. Pupils are well motivated to learn.They work hard, with a positive attitude, and behave responsibly. They follow oral and writteninstructions carefully. They co-operate well in practical lessons when working in pairs or smallgroups. They work safely and sensibly and take care of the apparatus. The general standardof pupils’ written presentation is very good. They do not, however, willingly volunteer answersto questions posed by the teacher, or indeed ask many questions themselves. They listen verywell and maintain concentration, but their capacity for independent study requiresimprovement.

84.In Key Stage 3 most teaching is good. In Key Stage 4 it is good overall, with a wider rangethan at Key Stage 3. In Key Stage 4 nearly a third of teaching is very good, and another thirdsatisfactory. Strengths of the teaching are depth of understanding of the subject and excellentrelationships between teachers and pupils, based on mutual respect. Teachers have highexpectations of behaviour and work, and encourage pupils to have high expectations ofthemselves. Good examples of teachers using questioning to develop pupils’ critical thinkingwere observed. For example, when discussing the reaction of sodium with water pupils wereasked to predict the reactions of francium and lithium with water. In the very good teaching thelesson moved forward with a crisp pace and pupils remained ‘on task’ throughout. Wherelessons were carefully planned they were broken into small units, a variety of activities wasused and they involved much pupil participation. Work is marked thoroughly and the schoolgrading system used consistently. Teachers often write encouraging comments, but rarely aretargets set so that pupils know what to do to improve. The department uses a fairly narrowrange of teaching styles. Teachers make use of dictated notes too often, and pupils are nottaught how to make their own notes. Pupils are given limited opportunities to use their initiativeand take responsibility for their own learning.

85.The department is soundly managed. There is, however, insufficient monitoring andevaluation of the work of the department to provide consistency. The departmentaldevelopment plan, drawn up following the last inspection, should now be expanded to includelonger-term targets. Pupils are given few too opportunities to judge when to use informationtechnology to collect, handle and investigate scientific information. The department hasidentified this as a priority for development. Science assessment is not rooted in the NationalCurriculum programme of study and level descriptions. There is insufficient use of assessmentto inform curriculum planning.

86.The accommodation is satisfactory and resources are well organised by an efficient teamof technicians. Pupils’ progress is limited by not having their own textbooks. Since the lastinspection standards of attainment and the quality of teaching have improved, and overallprogress has been satisfactory.

138. OTHER SUBJECTS OR COURSES

138. Art

87.At the end of Key Stage 3, attainment is above average. The proportion of pupils whogained grades A* to C in the GCSE examinations in 1998 was significantly above the nationalaverage with many gaining high grades. This continues the trend of improving results overrecent years.

88.At the end of both key stages, pupils have particularly well developed knowledge andunderstanding of the work of established artists and their styles, including the art of othercultures which is regularly incorporated in their work: this despite the shortage ofcontemporary learning materials for both this aspect and art history. Competitive end-of-lessonword games involving artists’ names in Key Stage 3 reinforce pupils’ knowledge. They aregood at using different media to record formal observational drawings of organic forms andare able to work in the style of well known artists, such as when Key Stage 4 pupils producelarge scale paintings derived from study of twentieth century artists.

89.Pupils make good progress during their time at the school. They arrive with varied levels ofprevious experiences, often with below average skills. They are introduced to a very widerange of visual and tactile experiences. They make good progress at Key Stage 3 and improvetheir craft and design skills and understanding. The work at Key Stage 3 provides a very goodfoundation for Key Stage 4. Work at Key Stage 4 builds upon the good standards achieved atKey Stage 3. They make good progress when introduced to new media such as photography,developing and creatively printing good quality images derived from the local environment.Visits to art collections have stimulated Key Stage 4 pupils to produce exciting three-dimensional sculpture, and those who visited Barcelona made good progress in incorporatinghigh quality design and fashion stimuli into their work. When writing or talking about art theyexpress well-considered opinions and judgements and use an appropriate art vocabulary.Pupils with special educational needs make good progress at both key stages.

90.Attitudes and behaviour are good. This is a direct result of the enthusiasm which teachersbring to their work and the high standards they set. Pupils respond well to the challenges inthe work in what are often crowded and inadequate conditions. Pupils organise themselveseffectively, support each other, share ideas and show respect for each others’ work. Thequantity and quality of their homework reveals a very positive attitude to the subject.

91.Teaching is consistently good. Teachers have a good knowledge of the subject and verygood technical and craft skill which is frequently evident in practical demonstration to groupsand individuals. They are particularly good at motivating pupils and enthusing them to produceimaginative visual ideas such as when Key Stage 3 pupils produce paintings in response topoems or songs, or when Key Stage 4 pupils construct impressive large-scale wire and plaster

figures. Pupils at Key Stage 4 are treated as independent artists and supported very wellindividually in developing their ideas. Assessment is used effectively. When support staff areprovided they make a valuable contribution to pupils’ progress. Relationships between pupilsand teachers are good. Pupils of all levels of attainment are given equal consideration in acaring and supportive environment. The leadership and management of the subject is good.The department meets the school’s curriculum aim of stimulating and encouraginginventiveness and originality, and appreciation of achievement, in art.

92.Since the last inspection, standards have risen and are now consistently good at bothstages and pupils produce work of both breadth and depth. Teaching is consistentlychallenging and demanding. There is an appropriate balance of observational and imaginativedrawing and sufficient attention is given to introducing pupils to the work of artists, culturesand traditions. Development planning is well considered and secure. Information andcommunication technology, however, continues to be underused. At Key Stage 3 pupils usecomputers to generate pictures but they do not have suitable software to explore and generatecreative artwork. The department lacks sufficient suitable computer equipment and the evidentabilities of pupils to use digital cameras, and which Y10 have explored exceptionally well, arenot used enough.

144. Design and technology

93.Attainment at the end of Key Stage 3 is average in relation to national standards and thereare no discernible differences in attainment between boys and girls in this key stage. This isconfirmed by teachers’ assessments. By the end of this key stage pupils can work from designbriefs, generate a limited range of initial ideas, formalise a design proposal, manufacture in arange of materials including resistant materials, textiles and food, and evaluate their work.They understand the characteristics of the different materials they use and take account ofthis in their planning and making. For example, by the end of the key stage pupils can usetools such as planes, chisels and tenon-saws competently to shape resistant materials, andmake simple shapes and mechanisms to their own design. Higher and lower attaining pupilscomplete practical work successfully. Lower attaining pupils are less good at expressingthemselves graphically or in writing. Many pupils use information and communicationtechnology to improve the presentation of their work.

94.Attainment at the end of Key Stage 4 is above average. Across the suite of the five GCSEcourses offered by the department there has been a steady increase in the percentage ofpupils gaining A* to C grades over the past 3 years. The percentage of pupils gaining A* to Cgrades over this period is significantly above the national average. At the end of this key stagepupils have extended their Key Stage 3 designing skills to include a wider research base,more detailed initial ideas, more planning of making, greater use of information andcommunication technology, and more detailed evaluation work.

95.For the majority of pupils, progress in lessons and over time in both key stages is good. Atboth key stages pupils make progress through original tasks that involve discussion andmodelling. Pupils in Years 7 and 8 make good progress acquiring the basic skills andtechniques such as isometric drawing. Their ability to carry out independent research developssteadily from a hesitant start in Year 7 to the confident and effective gathering of informationto be used in their own designs for graphic projects in Year 10. Teachers’ insistence on thecorrect use of technical language from Year 7 helps pupils to express themselves clearly.There are some fluctuations in progress between boys and girls but not enough for adiscernible pattern to emerge in either key stage.

96.Learning materials adapted for a wide range of attainment are in place and being furtherdeveloped, enabling all pupils to make good progress. Pupils with special educational needsmake good progress through the well adapted teaching materials and individual support givenby teachers. By Year 11 many have acquired sound practical skills, in for example, designingdifferent food products from a basic recipe.

97.Pupils show interest in their work and have a positive attitude towards learning. Effort andconcentration are sustained during lessons and behaviour is very good. Pupils are polite andrespond well to directions from their teachers.

98.Teaching in both key stages varies from satisfactory to very good with most teaching beinggood. Teachers have a sound knowledge of their subject, and in the best lessons they planeffectively, organise activities and materials well and maintain good discipline. Pace in lessonsis good, with effective use of lesson time and resources. Relationships between teachers andpupils are good and in a number of lessons teachers convey their enthusiasm for their subjectto their pupils. Teachers usually give helpful and positive feedback to pupils about theirachievements in the subject. Homework is productive and supports pupils’ project worksuccessfully.

99.The curriculum at Key Stage 3 is broadly based and allows pupils to develop a good rangeof designing and making skills in preparation for Key Stage 4 work. Pupils rotate through aseries of study modules that offer a good range of experiences including food, textiles and avariety of resistive materials projects. The curriculum at Key Stage 4 focuses on the five fullGCSE courses. All pupils have equal access to all courses across both key stages. There areeffective systems for assessing pupils’ attainment in place in both key stages. These includepupils assessing their own work and setting individual targets for improvement.

100.The department enjoys efficient and effective leadership, with teachers in the departmentsharing common goals and strategies for delivering the subject. The department has aims,values and policies which reflect whole school aims. Good development plans are in line withwhole school development plans, and are being implemented. Teaching and learningresources are adequate and well managed, though information and communicationtechnology provision needs improving. The accommodation is adequate for the delivery of thesubject and the rooms are well maintained.

101.Since the last inspection the department has begun to instigate procedures for the longerterm upgrading of resources and there has been an increase in pupils’ use of information andcommunication technology in their coursework. Assessment procedures to monitor pupils’progress in Key Stage 3 have been improved though the link between monitoring andcurriculum planning needs strengthening.

153. Geography

102.The attainment of pupils at the end of Key Stage 3, as seen in the inspection andmeasured by teachers’ assessments, is above average, maintaining recent trends. By the endof the key stage pupils know how climate and volatile natural features cause economic andsocial change, by comparing flooding in Bangladesh and York. They understand how humanintervention creates problems and benefits through work on settlement, tourism and theeconomies of Kenya and Italy. They can explain in geographical terms, the processes thatchange landscape and create features.

103.The overall attainment of pupils at the end of Key Stage 4 is above the national average.The number of pupils gaining grades A* to C in GCSE is above the national average and hasrisen over the past three years. Boys achieved above average results for three years gaining,in 1998, seven out of eight grades A*-A; the inverse of the national pattern. Regular detailedanalysis of results by teachers identifies significant features and changes are made to group

size, gender and ability balance because the department is keen to maintain standards and tomeet the high target for 1999. By the end of the key stage pupils understand the economiceffects and moral dilemmas arising from management of natural and urban environments.They know about tourism in the Caribbean and Europe, irrigation projects in Egypt, out of townshopping centres and the influence of multi-national companies. They can explaincontroversial issues surrounding the Green Revolution, the search for energy sources andsustainability.

104.Most pupils make good progress at both key stages. In Key Stage 3 they collect, analyseand present data using maps, map-based computer programs, CD-ROMs, desktop publishing,various texts and field observations. In Year 9, as part of a topic on farming, pupils reconciledfactual information and opinion about the removal of hedgerows to create a role-play thathighlighted the passion and controversy of such issues. They discussed the tendency to slipinto stereotypes. By the end of the key stage most pupils are efficient note-takers andspontaneously use past work as reference.

105.In Key Stage 4, making judgements about moral issues goes hand in hand with acquiringfactual knowledge. In Year 10, pupils can explain the difference between the reality of life inSt. Lucia and its image in travel brochures. They understood the precarious nature ofeconomies based on tourism. By the end of the key stage, fieldwork on tourism in Whitbyshows that pupils can test a hypothesis and critically comment on the limitations of theirconclusions. They use a range of investigation techniques to find and analyse information,coming to terms with conflicting views about its impact. Resources and activities for lowerattaining pupils are integral to planning. They benefit from paired tasks, simplified texts andCDs with three levels of text and simple menus. In a Year 9 lower set, spelling accuracy andthe independence with which pupils make decisions are above average.

106.In response to the 1994 inspection report, pupils are now involved in target setting andreviewing progress with their teachers. During Key Stage 3 they become familiar with thelanguage and meanings of National Curriculum levels. At Key Stage 4 they understand GCSEcriteria and use them to identify targets at the start of a piece of work. At the end of the keystage, during revision lessons, they target their weaknesses.

107.Pupils with special educational needs make good progress at both key stages becausework is carefully and sensitively adapted to their needs. For example, in a Year 7 geographyclass where pupils were working in pairs to find out information about flooding in Bangladesh,lower attaining pupils made good progress answering a series of simple questions, while therest of the class were expected to decide for themselves what to look for.

108.Pupils are responsible in their attitudes to work and to each other, organising the taskamicably in any group combination whether with friends or not. They listen well, move quicklyfrom task to task or to access the computer. Paired activities give them confidence and ideasto contribute to class discussion. Homework is accepted and often discussed with the teacher.Exercise books and work on display are sources of pride.

109.Teaching in geography is good overall and at times, very good. Teachers are at ease yetthe pace is challenging, regularly accommodating two or three different tasks and sharingfeedback in a single period. Tasks and teacher language are uncompromising in the use ofgeographical terms and pupils follow this example. Expectations are high; the use of two ormore resources or ways of approaching a topic is standard practice. The teachers’ level ofcompetence in information technology has increased the level of challenge in data handlingand communication. This is already raising standards although pressure on central schoolfacilities is building up. Teachers review their work regularly and are currently considering theuse of extended, evidence based discussion work. Teachers use assessment successfully tohelp pupils review their own learning and set themselves targets.

110.Many opportunities exist in geography for spiritual, moral, social and cultural development.In studying tourism in the Caribbean pupils discuss the risks of losing respect for culture andtradition in the need for wealth creation. In work on population they write letters about theeffects of immigration control on Mexican families. The ‘hedgerow’ role -play requires pupils torespect opposing views.

111.This well led department has made changes in response to the 1994 inspection report toensure that standards of teaching and pupil attainment remain high and are consistent acrossthe department. Department meetings are held weekly as an important aspect of staffdevelopment. Involvement in the National Grid for Learning Project will give greater access toresources from the Internet.

163. History

112.The attainment of pupils at the end of Key Stage 3 is above average. By the end of thekey stage pupils have an overview of developing early civilisations, Roman, Mediaeval,Islamic, and of Britain through the sixteenth century to the contemporary world. Theyunderstand how historians write a view of events and therefore in their study of history theyselect, compare and make judgements from an increasing number of sources and types ofevidence. The high levels of attainment are confirmed by teachers’ assessments of pupils’skills against National Curriculum levels.

113.The attainment of pupils at the end of Key Stage 4 is well above average. The number ofpupils gaining grades A* to C in GCSE has remained consistently high for the past threeyears. All A* and most A grades were gained by girls. In response to the 1994 inspectionreport, the department now carries out a systematic analysis of results to identify significantfeatures about performance. This refers to teachers’ predictions, ability and gender balance ofpupil groupings, and influences planning. Attainment in lessons matches examination resultsand estimated GCSE grades correlate with results. By the end of Key Stage 4 the pupils knowhow beliefs, tradition, technology and prejudice have influenced developments in medicine,events in Ireland, in the American West, and life of their local church. They understand thatsocial and political progress may not run parallel with time. All pupils carry out an investigation,record their findings and make judgements about the evidence they used.

114.Most pupils make good progress in both key stages. Their knowledge increases steadilybecause they use historical terminology and communicate ideas in a variety of ways. Efficientnote taking and reading are constantly refined through scanning and gathering informationfrom a range of sources. In work about the Depression of the 1930s, a lower attaining groupworking in pairs collected information from factual text, video interviews and pictures topresent a view to the rest of the class. All pupils make rapid progress when using computers,which makes it possible for Year 8 pupils to analyse data from the Woolwich census returns of1871 to 1891, and for Year 9 pupils to demonstrate what they have understood aboutpropaganda by creating a newspaper, using desktop publishing. Throughout the key stagethey are involved in setting and reviewing targets using the language of National Curriculumlevels.

115.Pupils in Key Stage 4 combine their knowledge and skills through testing historicalhypotheses in individual fieldwork studies of Snaith church. They make deductions fromarchitectural features, identify the effects of the Reformation, discover the names of influentialfamilies and trace prosperity and misfortunes. Their conclusions are reasoned andsustainable. At Key Stage 4, Year 11 pupils know the GCSE marking criteria and haveidentified individual revision targets and ways of meeting these.

116.Lower attaining pupils and pupils with special educational needs make good progressbecause there are alternative resources available and frequently pupils work in pairs,supporting each other. Effective learning support is given to pupils with individual education

plans.

117.Pupils’ attitude to history lessons is excellent. They move from one task to another withenthusiasm and efficiency; from their desk to computers or to the library. They are committedto their own learning and contribute to the learning of the whole class in paired tasks and classdiscussions. In both key stages a level of confidence leads to fluency in speaking and readingin front of the class. In a Year 9 group some pupils were able to offer a contrary view verygently. Nearly all pupils finish tasks in the time suggested. They respond positively toextended research tasks for homework and often discuss with the teacher how they might doit.

118.Teaching in history is good overall and very good in a quarter of lessons. Teachers’knowledge of their subject is very good. Challenging, rapidly paced lessons are standardpractice and make efficient use of single periods. In response to the 1994 inspection reportthere is more extended writing and pupil independence in setting up enquiry work. All teachershave incorporated information technology in lessons and this has improved standards; staffare currently exploring the Internet as a resource for teaching about American Indians. Carefullistening is evident on both sides. Teachers wait for pupils to finish their sentences and promptonly when necessary. They review learning strategies regularly and are aware of the need todirect their considerable skills towards increasing the range and depth of active learning.

119.The curriculum includes a wide range of opportunities for pupils’ spiritual, moral, socialand cultural development. Pupils write and speak with understanding when considering how itfeels to be unemployed, to be Catholic or Protestant in Northern Ireland, to be afraid of deathin the trenches, to be amongst Hitler’s targeted minorities or a migrant family in the nineteenthcentury.

120.The history department is well led. Teachers are open to change and have respondedpositively to points made in the 1994 inspection report about assessment, monitoring boys’and girls’ performance and aspects of teaching. Regular departmental meetings maintaincoherence and common good practice and guarantee the quality of classroom experiences foreach pupil.

172. Information and communication technology

121.Information and communication technology is taught through separate lessons and inother subject areas across the curriculum. In Key Stage 3, it is delivered in discrete modulesand these are planned effectively, alongside the delivery of information and communicationtechnology in other subject areas, to ensure that pupils build steadily on earlier knowledge.There are strategies in place for assessing pupils’ attainment in the subject and thesestrategies have impact on the direction of pupils’ future information and communicationtechnology development. In Key Stage 4 all pupils are taught information and communicationtechnology skills and there is also an option to take a GCSE in the subject. Again in this keystage information and communication technology modules are planned effectively to allowpupils to develop their skills still further and use a wide range of sophisticated programs suchas computer aided design or music notation programs. In both key stages all pupils have equalaccess to information and communication technology resources. There are effective systemsin place in Key Stage 4 for assessing pupils’ attainment. The provision for the subject meetsstatutory requirements.

122.Attainment in information and communication technology lessons at the end of Key Stage3 is above average, with there being no discernible pattern of differences in attainmentbetween boys and girls in this key stage. Almost a quarter of pupils reach the upper NationalCurriculum level 7. There are information and communication technology programmes of studyin place for each subject area in the school and the information and communicationtechnology experiences of pupils are mapped by the information and communication

technology co-ordinator. Through discrete information and communication technology lessonsand through the use of computers in subject areas elsewhere in the school pupils are exposedto the full range of activities outlined in statutory guidelines for Key Stage 3. By the end of thekey stage most pupils can use word processors confidently and have sound basic knowledgeof desktop publishing. They can enter data in tables and manipulate information inspreadsheets.

123.Attainment in information and communication technology lessons at the end of Key Stage4 is also good in relation to national standards and again there are no discernible differencesin attainment between boys and girls. Pupils work in Key Stage 4 is generally of a highstandard and covers the full range of information and communication technology statutoryrequirements. GCSE Information Technology examination results for the past 5 years show aconsistently high percentage of pupils gaining A* to C grades; well above national averages.

124.In both key stages information and communication technology is used to enhanceteaching and learning across other curriculum areas. For example in design and technology,English, geography, history, mathematics, religious education, modern languages, and in theteaching of pupils with special educational needs, pupils’ use of information andcommunication technology is particularly evident. Pupils can work independently, logging on,finding programs, using menus and working through a wide range of applications. They caninterrogate information on CD-ROM and produce word processed documents of a highstandard. They can improvise if necessary, so that a Year 10 business studies group wasable, with help, to draw flow charts in a word processing problem when they did not haveaccess to a more suitable program.

125.Pupils’ progress in information and communication technology lessons and over time inboth key stages is good. The nature of the systems being studied in information andcommunication technology mean that high, average and low attaining pupils acquire andconsolidate their information and communication technology expertise better than most pupilsnationally. For example a Year 8 language group of mixed attainment pupils were able to befully engaged in the program constructing a flow chart to control a lighthouse and were able tooperate at their own level and pace during the lesson.

126.In Key Stage 4 higher attainers use sophisticated software such as computer aideddesign and music notation programs. Most pupils of all levels of attainment can usespreadsheets. A Year 10 group of GCSE pupils made significant progress through anextended project in which they moved from basic understanding of spreadsheets to usinglinked spreadsheets to model the evacuation of a cinema in an emergency. Highest attainerswere able to decide on the formulae to enter, and interrogate the spreadsheet to find the bestsolution. Pupils in both key stages with special educational needs make good progresstowards the targets set for them across the information and communication technologycurriculum.

127.In lessons pupils approach their tasks with enthusiasm and with a positive attitude tolearning. They sustain effort and concentration, respond well to directions from their teachersand behave very well. Pupils are self-reliant and able to take the initiative to explore the nextstage of their work independently.

128.The quality of teaching in lessons in Key Stage 3 varies from satisfactory to very goodwith the majority of teaching being good. All the teaching in Key Stage 4 was at least good,and a quarter was very good. Teachers have a good knowledge of their subject, and planeffectively, so that there is an appropriate balance between the teacher directing learning andpupils working independently, developing and reinforcing skills through practical experience.Teachers have high expectations of pupils in all years. Classrooms are well organised andpupils managed effectively. Time and resources are well used to ensure the pace does notflag, and relationships between pupils and teacher are good. In very good lessons, teachers

combine these qualities with enthusiasm for the subject and the setting of high expectationsfor pupils across the attainment band. Homework makes a satisfactory contribution to pupils’progress.

129.There is strong leadership in the subject. The head of department provides staff insubjects across the curriculum with clear guidance about the value of the subject in its ownright and as an aid to extending learning in other subjects. Teaching and curriculumdevelopments are monitored and the subject reflects the aims, values and policies of theschool. The clear and detailed development plan is in line with the school development plan,and being implemented. Effective learning environments are maintained and there is acommitment among staff in other subjects to using information and communication technologyas a teaching and learning tool.

130.Since the last inspection evidence indicates that attainment among pupils has risen, ashave public examination results and a more comprehensive program of staff training has beenput in place with good results. Closer monitoring procedures for the teaching of informationand communication technology across the curriculum and the assessing of pupils’ attainmentare also in place.

182. Modern foreign languages

131.Pupils study either French or German as their first National Curriculum foreign languageand these are alternated each year. A smaller number of higher attainers study bothlanguages from Year 8 until the end of Key Stage 3 and may continue with one or both in KeyStage 4.

132.In 1998 at the end of Key Stage 3 the attainment of pupils in French, measured byteachers’ end of key stage assessments was above the national average and close to thoselevels achieved in German in the previous year. The attainment of girls in 1998 was higherthan that of the boys but representative of the national picture. By the end of the Key Stage 3lower attaining pupils speak with reasonably accurate pronunciation and participate in two tothree exchanges covering a wide range of topics. In German middle attaining pupilsunderstand basic grammatical aspects such as word order and adjectival agreements andthey apply the rules accurately in their writing. Higher attaining pupils produce pieces ofextended writing for example descriptions of where they live and begin to use verb tensesappropriately. They start to recognise language patterns and apply recently learnt grammarand vocabulary in new situations.

133.The overall attainment of pupils at the end of Key Stage 4 is above the national average.In 1998, the percentage of pupils who achieved grades A*- C in GCSE French was well abovethe national average and an improvement on the results from the previous two years. Theattainment of a small number of pupils who studied German as a second language was alsowell above average. The number of pupils achieving grades A* to G has been consistentlyabove average since 1996. There is a significant difference between the attainment of girlsand boys with girls increasingly outperforming boys over the past three years. The departmentis tackling the issue of boys’ attainment and it is a priority in the development plan. In German,levels of attainment in Year 11 are above average for higher and middle attaining pupils. Inlessons speaking skills for all levels of ability and in both languages are well-developed. Forexample, in a GCSE revision lesson middle attaining pupils, with few exceptions, respondedreadily to questions on a wide range of topics such as daily routine, house and home, usingverbs and tenses appropriately. In both key stages, however, speaking skills are weaker, withrelatively few pupils making an effort to use the foreign language naturally or spontaneously.Pupils’ results in French and German are close to those in other subjects.

134.In Key Stage 3 and in both languages, pupils make satisfactory progress in lessons andover time due to the positive learning atmosphere in lessons. Progress at all levels of abilitycan be attributed to high expectations set by teachers and the use of effective assessmentwhich involve individual target setting. Occasionally pupils, particularly the dual linguists, makevery good progress because teaching challenges them and extends their learning. Listeningskills are particularly well-developed as a result of the effective use made of the languagelaboratory and the constant reinforcement and consolidation of topic vocabulary and basicgrammar. Progress in reading skills using course work material is good and there wereexamples of pupils using dictionaries and glossaries to aid understanding. Isolated exampleswhere progress is unsatisfactory are due to lack of learning support leading to poor behaviour.

135.Nearly all pupils in Key Stage 4 make good progress. More challenging work in listening,speaking, reading and writing is given to higher attaining pupils, enabling them to makeprogress in higher level skills. Year 10 pupils in French extend their knowledge of the namesof school subjects and basic phrases to giving opinions and stating preferences; Year 10German pupils progress from describing their own school in simple terms to describing theirideal school. Constant practice and consolidation of writing skills result in pupils producingGCSE written coursework of a high quality.

136.In both key stages pupils with special educational needs usually make satisfactoryprogress due to the setting arrangements and appropriately pitched teaching, carefullyplanned in small steps.

137.Pupils in both key stages are well-behaved, attentive in lessons and comply readily withinstructions given in the foreign language. Concentration is mainly good although pupils of alllevels of ability tire and find concentration difficult at the end of the long double lessons. Theyapproach written tasks with care and strive to achieve a high level of accuracy. Pupils workwell in pairs, supporting each other in more challenging tasks and relationships with allteachers are very positive and good humoured. All pupils work well in the language laboratory,using the equipment sensibly and effectively.

138.Teaching in Key Stage 3 is at least satisfactory and just over half is good. In KeyStage 4 most teaching is good. Teachers have a good command of the languages and someuse them to good effect in structured activities, classroom routine and management of pupils.Better lessons are well-planned and provide a good range of strategies. They are delivered ata good pace, challenge pupils and make effective use of homework. Lower attaining pupilsand those with special educational needs are given patient support together with praise andencouragement. Less effective teaching features English spoken unnecessarily by theteachers and acceptance of some pupils’ reluctance to use the foreign language naturally inthe classroom. Other examples, showing little improvement from the last inspection, occurwhen pupils are unaware of the learning outcomes of the lesson, and activities are dominatedtoo much by teachers. Consistency in marking which was a concern from the last inspection, isnow improving although some exercise books are lacking in constructive comments. Feedbackto pupils on their progress on a daily basis is now good, as is the system for recordingachievement and target setting. Some effective marking and assessment takes place inlessons.

139.Planning the curriculum and assessment are strengths in the department and contributeto the improving levels of achievement. In response to the last inspection pupils are now beingappropriately challenged in their work. The current schemes of work are very detailed,showing clearly how pupils can make progress. There is still too little reading for pleasure oruse of information and communication technology. The latter was an issue in the lastinspection. The distribution of lessons during the week is unsatisfactory for pupils taking twolanguages, and there are several classes split between two or more teachers in Year 7. Boththese factors adversely affect pupils’ progress. Some lessons take place in mobile classrooms;this limits the range of language activities possible and use of equipment such as listening

stations and computers. The department is very effectively managed; teachers share ideasand contribute to planning. The department makes a useful contribution to the cultural andsocial development of pupils through its programme of visits to France and Germany.

191. Music

140.The attainment of pupils in music at the end of Key Stage 3 is above the nationalaverage. In 1998 teachers assessed pupils as being well above average, and higher than wasobserved during the inspection. This is partly because Year 9 pupils in 1998 were aparticularly strong year musically, producing a large, able group of GCSE students. In addition,teachers were inexperienced at using the end of key stage statements to assess pupils, andmay have been too generous in the award of grades.

141.The present Year 9 pupils, although not so strong musically, are above average overall.As a class they can harmonise Hey Jude aurally and perform it, much to the surprise andpleasure of all concerned. Their listening skills are well developed and they have a goodunderstanding of rhythm and basic chords used in harmony.

142.Results at GCSE continue to be above average even though the curriculum time providedfor the subject is below that recommended and has to be supplemented by extra time inregistration and lunchtime. Although the school has endeavoured to provide more in responseto criticism at the last inspection, the delivery of the subject is pressured, and dependent onfree time of both pupils and teachers being made available for further study. Sampledperformances and compositions show that standards are still above average. Most pupils playtheir instruments well, accurately and expressively. Their compositions show a goodawareness of style and structure.

143.Pupils make good progress in Years 7 and 8 in listening and appraising particularly,because these skills are practised very regularly. They are already above average for theirstage. This is because the revised and increasingly practical curriculum is enabling pupils todevelop good performing and composing skills, and represents an improvement since the lastinspection. Throughout the key stage, listening skills, praised last time, continue to be welldeveloped. Year 7 pupils recognise contrapuntal and harmonic sections of Hallelujah Chorusand sing effectively in 3 parts, maintaining good pulse and rhythm, even though pitch falters.Year 8 pupils listen and respond to theme transformation in Symphonie Fantastique byBerlioz. Their composing skills show originality. Verbally, they show a good understanding ofhow they will transform these tunes to describe different moods. The revised schemes of workand different tasks for pupils of differing attainment are enabling performing and composingskills to be developed continuously, and good progress is now being made here. However, thereduced time allowed for music in Year 9, also criticised at the last inspection, means thatpupils do not make consistent progress in these high level musical skills at the important endof key stage because there are long gaps between one block of music lessons and the next.

144.Progress at Key Stage 4 is also good. Very worthwhile instrumental lessons and extra-curricular activities enable sustained progress in individual and ensemble performance.Listening skills are practised regularly. In composing, pupils develop and control their ideaswell but lack of up to date computer technology and software means that they are notdeveloping the complexity and sophistication here of which they are capable.

145.Teachers support all pupils with special educational needs very effectively with extra timein lessons and appropriately devised work, enabling them to make good progress.

146.Pupils’ attitudes to music are very good. They are enthusiastic about the subject inlessons and extra curricular activities are well supported. One fifth of the all pupils in theschool took part in the last school concert. The number of pupils taking GCSE is increasing.Pupils concentrate very well for the most part, particularly if the lesson has a variety ofactivities. A long desk bound lesson proved to be a problem for some pupils, but any loss ofconcentration was soon regained. They behave very well in class, are responsible, andrespectful and courteous to their peers and teachers. They take great care of all theequipment they use. Collaborative work in small groups showed the more able pupilssupporting the weaker very effectively. Relationships are excellent.

147.Teaching is always at least satisfactory and in four out of five lessons it is good or better;in some aspects it is very good. Both teachers in this highly successful shared timetable arevery experienced practising musicians with considerable expertise in the classroom. Theyshare a passion and enthusiasm for music which they convey to pupils, and create anexcellent ethos in which the subject thrives. Their classrooms are very well managed andpupils understand that they have to behave well. Teachers use all resources with greatconfidence. Their lessons are generally well planned, making strong links between variousactivities. Occasionally too much time is spent on activities which involve listening and keeppupils at their desks. The best lessons are those that involve a number of varied activities,concentrate on practical performance and composition, and respond to the needs of theparticular class. Teachers have worked hard to revise their schemes of work and haveproduced many new practical projects which are being piloted this year. They are aware of theshortcomings in previous assessments at Key Stage 3. They have formulated good strategiesto match their system more effectively with the end of key stage statements, and are involvingthe pupils in this strategy.

148.Leadership is very good, enabling music to play an important part in the life of the school.Extra curricular activities including choirs, brass and woodwind ensembles are all of a goodstandard. These, including an impressive boys’ choir, perform at end of term concerts. Theyare very enjoyable, provide enrichment, and pupils rightly take great pride in belonging tothem.

200. Physical education

149.In the 1998 GCSE examinations 70 per cent of the pupils entered gained A* to C grades,which is well above the national average, a significant improvement on the previous years’results and better than the average pass grades of other subjects in the school.

150.Since the last inspection there has been an overall improvement in the standard ofattainment at the end of Key Stage 3 and pupils’ achievements are now in line with nationalexpectations in a wide range of activities. In games activities, pupils have an emergingknowledge of rules and conventions and they are developing skills to enable them to competesuccessfully. In gymnastics, body management skills are developing and most pupils are ableto demonstrate effective planning in their positioning, anticipation and structure of movementsequences. In dance, pupils are able to take responsibility for developing a story line,choreographing it and then performing it with both fluency and control. The overall level ofswimming is good with very few non swimmers by the end of Key Stage 3.

151.The attainment of Key Stage 4 pupils is above average. Pupils have a goodunderstanding of tactics and strategies and are able to apply the skills they have learnt to fullgames situations. They are able to use this ability to undertake a range of roles includingperforming, officiating and coaching. In September 1996 the department introduced the optionfor Key Stage 4 pupils to take a GCSE in the subject. Pupils taking this course are improvingtheir understanding and expertise in both the practical and theoretical aspects of the subjectand are producing course work files that are generally well presented and detailed. Over twothirds of pupils gained grades A* to C

152.Pupils make good progress in both key stages. ‘Their knowledge and their performance ina range of skills, and their general application of the rules of play and their ability to co-operateeffectively with other group members are progressing well. Pupils are building up theirunderstanding of fitness principles so that they are able to plan their own fitness programmeby the end of Key Stage 4. There is often clear evidence of pupils building directly on practiceactivities from previous lessons. In general the best progress is seen when teachers requirepupils to evaluate their work.

153.Pupils with special educational needs are well integrated, are given much support andencouragement by both the teaching staff and fellow pupils, and make good progress in bothkey stages. Teaching is sensitive and supportive and there are no instances of pupils withspecial educational needs being disadvantaged. Many teams take part in inter-schoolcompetitions and in spite of being a relatively small school gain much success. Many pupilshave been selected to represent Yorkshire and some have gone on to gain national honours.

154.In all aspects of their work pupils are highly motivated and have a very positive attitude tothe subject both in their lessons and in extra curricular activities. They sustain concentration,co-operate, and demonstrate an ability to challenge themselves. They work with enthusiasmand interest and respond well to the tasks set. Behaviour and discipline are very good. ManyKey Stage 4 pupils are able to work productively without close supervision and to takeresponsibility for their own learning. Pupils display great enthusiasm for the subject and derivemuch pleasure from taking part.

155.The quality of teaching is at least satisfactory and in the majority of lessons it is good; it isvery good in about one in five lessons. Teachers have good subject knowledge and theyprovide clear demonstrations and explanations. In lessons, aims are made clear, content isappropriate and the relevant resources are well organised. Relationships between teachersand pupils are sensitive and positive. Teachers show a care and concern for their pupils, whilstencouraging the best in fair play, co-operation and competitive experiences. The quality ofteaching has a positive impact on the attainment of the pupils and of their enjoyment of thesubject.

156.Following the comments in the last inspection report the content of the physical educationcurriculum has been reviewed with the result that it is now broad and balanced, offers pupils awide range of activities and covers the statutory requirements. The curriculum is enhancedand enriched by the use of a local fitness centre and the excellent facilities of the Gooleleisure centre. These facilities enable pupils to take part in swimming, fitness training andsquash in addition to many other activities provided for them on the school premises. Thedepartment’s development plan has been reviewed and now identifies a range of priorities andindicates appropriate progressions within the curriculum provision. Procedures for assessingand recording pupils’ achievements are well established and comprehensive records of pupils’attainment are kept. This information is being used to influence curriculum planning and to setindividual targets for pupils. Many teachers give very freely of their time to provide a range ofextra-curricular activities, which are enthusiastically taken up by large numbers of pupils, inspite of the travel problems which staying after school creates for many pupils. There areopportunities for pupils to take part in skiing trips abroad, outdoor pursuit activities in Edaleand to be involved in the Duke of Edinburgh Award Scheme.

157.The time allocation for Key Stage 4 pupils is satisfactory, but the time allocated for KeyStage 3 pupils is limited as pupils are withdrawn for other lessons for part of the year so thatsome pupils are unable to cover the requirements of the National Curriculum fully. Thedepartment’s funding is not generous but the money is wisely spent and the equipment wellcared for.

158.Strong leadership, clear direction and a positive ethos characterises the management ofthe subject. There is comprehensive and high quality documentation, which includesappropriate schemes of work. The department has high expectations and as the result of hardwork and high level of teacher commitment these expectations are largely met. Departmentissues are discussed and are well documented. The staff who teach physical education workwell together, support each other and show a very strong commitment to the pupils.

210. Religious education

159.The attainment of pupils at the end of Key Stage 3 is average for pupils of that age and inline with the expectations of the locally agreed syllabus. By the end of the key stage pupils candescribe beliefs central to Christianity and to a lesser extent those of Islam, Sikhism andJudaism. They can give details of the main festivals associated with Christianity and Islam andexplain the significance of rites such as baptism and confirmation. Their listening skills aregood and they have developed the capacity to work well together. They have difficultydescribing the variety of beliefs within Christianity and in relating religious belief to personaland contemporary issues. They have difficulty comparing one belief with another.

160.The attainment of pupils at the end of Key Stage 4 is average for pupils of that age and inline with the expectations of the local agreed syllabus. No pupils are entered for GCSE in thissubject. Pupils show a recognition of how belief is connected to action and have a goodunderstanding of the concept of commitment. They have a good awareness that ideas,feelings and beliefs are communicated in a variety of ways. Pupils have good listening skills,speak clearly in discussion and their information handling skills are good. They show a goodcapacity for working together and have a high level of respect for one another’s views, beliefsand values. Pupils have difficulty in recognising and distinguishing differences within religioustraditions. They have a low level of awareness of how culture influences religion and a limitedability to compare and evaluate the beliefs associated with Christianity, Islam and Judaismwhen applied to contemporary social and moral issues.

161.Pupils come into the school with a very low level of knowledge and understanding butthroughout Key Stage 3 and Key Stage 4 most pupils make good progress. They addconsistently to their knowledge of the basic facts of Christianity and to a lesser extent of Islam,Sikhism and Judaism. They grow in their understanding of the significant events in the historyof various religions and Christianity in particular. Their ability to discuss their thoughts,attitudes and beliefs and compare them with others increases steadily throughout the keystages. Their listening skills and their ability to evaluate influences on their own beliefs, valuesand attitudes improve and they develop the ability to identify how beliefs are connected to,and affect, their actions and the actions of others.

162.Pupils with special educational needs make good progress across both key stages due tothe considerable amount of time spent in meeting their needs. A small number of potentiallyhigh attaining pupils at both key stages are not achieving the standards they are capable ofbecause they do not find the lessons sufficiently challenging.

163.The attitudes, behaviour and personal development of pupils is very good. Pupils show ahigh level of interest in their work, their behaviour is excellent and they are keen to learn. Theyshow a high level of respect for one another and work well together. Their capacity forpersonal study is very good at Key Stage 4 and throughout both key stages they participatewell in discussions.

164.The quality of teaching in the subject is satisfactory in Key Stage 3 and good at KeyStage 4. About one third of teaching observed in Key Stage 3 and all the teaching in KeyStage 4 was good or better No unsatisfactory teaching was observed in either key stage.Good features of teaching are the excellent relationships between teachers and pupils, thehigh expectations of behaviour, well-planned and paced lessons and the clear valuesconveyed by teachers. There are no teachers with a qualification for teaching the subjectwithin the department, and particularly in Key Stage 3 there is a lack of subject knowledge interms of the awareness of the spiritual dimension to what is being taught and the religioussignificance of what is being taught. Despite the amount of time devoted to the subject on thetimetable, the school does not enter pupils for a GCSE short course at Key Stage 4.

165.Religious education makes a significant contribution to the spiritual, moral, social andcultural development of pupils in that it offers opportunities to explore moral and social issues,enables pupils to encounter other cultures, and enables them to develop a sense of what isright and wrong. The opportunities to discuss their own values and to compare them with thevalues of others enables them to develop a sense of true self-worth. The department has aclear philosophy outlined in its departmental handbook effectively used by staff. There isevidence of good planning and assessment with good target-setting involving pupils’ self-assessment. However, the long-term absence of the leader of the department is having anadverse effect on attainment and progress and compared to the previous report attainment,particularly at Key Stage 3, has fallen.

217. PART C: INSPECTION DATA

217. SUMMARY OF INSPECTION EVIDENCE

166.The team comprised 13 inspectors who spent a total of 46 days in school. Inspectorsobserved a total of 162 lessons or parts of lessons. All teachers were seen teaching at leastonce and most were seen a number of times.•. Inspectors studied relevant documentation from the school before, during and after the

inspection.•. Inspectors visited a number of registration periods and all assemblies in the inspection

week.•. Inspectors looked in depth at the work of a representative sample of pupils in each year

group and held discussions with these pupils about their work andexperience of school life.

•. Inspectors held a comprehensive range of discussions with teachers, governors andmembers of the wider community.

•. A registered inspector and a member of the inspection team visited the school before theinspection and held a meeting attended by 32 parents. Theregistered inspector leading the inspection visited the schoolbefore the inspection and talked to teachers and governors.

•. The governors distributed 600 questionnaires to parents; 211 were returned to theregistered inspector. Of these, 19 contained additional comments.Most were supportive of the school. A number commented onwhat they felt was an excessive amount of homework. Parentsalso raised a small number of other issues.

•. Views expressed by parents in the questionnaires, in additional written comments, andraised at the meeting were noted and fully considered during theinspection.

The Snaith School - 48

1.DATA AND INDICATORS

Pupil data

Number of pupilson roll (full-time

equivalent)

Number of pupilswith statements of

SEN

Number of pupilson school’s register

of SEN

Number of full-timepupils eligible forfree school meals

Y7 – Y11 766 21 99 48

Teachers and classes

Qualified teachers (Y7 – Y11)

Total number of qualified teachers (full-time equivalent) 43.1Number of pupils per qualified teacher 17.77

Education support staff (Y7 – Y11)

Total number of education support staff 10Total aggregate hours worked each week 293

Percentage of time teachers spend in contact with classes: 80.1

Average teaching group size: KS3 24KS4 20

Financial data

Financial year: 1997/1998

£Total Income 1 627 177Total Expenditure 1 633 635Expenditure per pupil 2 133Balance brought forward from previous year 36 416Balance carried forward to next year 29 958

The Snaith School - 49

PARENTAL SURVEY

Number of questionnaires sent out: 600Number of questionnaires returned: 211

Responses (percentage of answers in each category):

Stronglyagree

Agree Neither Disagree Stronglydisagree

I feel the school encourages parents toplay an active part in the life of theschool

29 60 9 2 1

I would find it easy to approach theschool with questions or problems todo with my child(ren)

43 51 3 2 0

The school handles complaints fromparents well

24 51 19 5 0

The school gives me a clearunderstanding of what is taught

24 62 11 2 0

The school keeps me well informedabout my child(ren)’s progress

36 53 8 2 1

The school enables my child(ren) toachieve a good standard of work

48 48 3 1 0

The school encourages children to getinvolved in more than just their dailylessons

39 52 8 1 0

I am satisfied with the work that mychild(ren) is/are expected to do athome

30 54 9 6 1

The school’s values and attitudes havea positive effect on my child(ren)

41 50 8 1 0

The school achieves high standards ofgood behaviour

44 50 4 1 0

My child(ren) like(s) school 42 47 7 2 1