pdf Section 8 inspection report - Ofsted

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has the potential to raise standards, but it is too soon for data to show the impact on students’ progress and attainment. Progress since the last section 5 inspection on the areas for improvement: � Raise students’ attainment and achievement by: maintaining consistently high expectations of students’ performance training staff on using data effectively to monitor the progress of students and to plan appropriate learning activities utilising effectively a range of partnerships to help raise attainment and improve teaching and learning – satisfactory. Other relevant pupil outcomes Students say they are more proud of the school and wear the uniform more smartly. Inspectors found students polite to adults during their visit. In lessons seen, students applied themselves to their work and behaved soundly. There is improved consistency in managing low-level disruption in lessons, although some still occurs. Rules are more clearly emphasised and behaviour has improved. Students say they feel safer and more confident to report any bullying, which is dealt with more effectively. Exclusions have fallen in number and are having a better impact on future behaviour. Attendance levels this term are similar to those at the same time last year although the number of students who have a high level of absence has fallen slightly. Heads of year are more focused on dealing quickly with attendance issues and some changes have been made in working with families to raise attendance. However, improvement has been slow and there is much more to do to ensure that the impact of these initiatives is evident by next term. Students report that attendance at lessons has improved because teaching is more effective. Progress since the last section 5 inspection on the areas for improvement: � Improve behaviour, through the consistent and rigorous application of the school’s classroom management procedures, so that learning is not impeded – satisfactory. � Raise attendance by: identifying early those at risk of poor attendance planning enjoyable and relevant learning opportunities which encourage students to attend school – satisfactory. The effectiveness of provision Teaching is improving. There is a lower proportion of inadequate lessons than at the time of the last inspection. Nevertheless, much teaching is no better than
satisfactory, so does not enable students to overcome previous underachievement to reach the standards of which they are capable. The move away from supply teachers and the appointment of cover supervisors have given more consistency and better knowledge of the students’ needs. The linking of teaching assistants to subjects has provided more focused support. Revised guidance on planning has contributed to more structured lessons and better time management. The lessons observed reflected good relationships between staff and students, who showed sound attitudes to work even when it was not sufficiently demanding. The stronger lessons were characterised by activities that were well tailored to students’ needs, challenging questions that extended understanding and clear guidance on what students needed to do to improve. In the satisfactory or weaker lessons observed, teachers spent too long talking and did not involve students in activities that developed their independence or thinking skills. Work was not targeted effectively enough to challenge all students, particularly the higher attainers in the class. Teachers did not ensure that all students answered questions or check everyone’s understanding. Some students who speak English as an additional language were not given explanations of the meanings of key words or phrases within the work being taught. Marking of students’ work was sometimes scant, so students were unsure whether it was correct, and there was little guidance on how to improve. Students had a clearer understanding of how to reach their targets in some subjects than in others. Senior leaders acted quickly after the last inspection to alter the options offered to the current Year 10 students in order to provide a wider range of vocational courses that better meet everyone’s needs, including some offered by partners. The refurbished area for students with special educational needs and/or disabilities is attractive and welcoming. It is now used better to provide support and enhance learning. Resources for information and communication technology (ICT) have been purchased although some technical difficulties impede their use. Changes in ICT provision in Key Stage 3 provide better access to the required curriculum, although not all Key Stage 4 students have such access. Through rapid action since the last inspection, senior leaders have substantially increased the number of students in the sixth form. There is now a wider range of academic and vocational courses at advanced and lower levels, including some offered by partners. Entry requirements have been adjusted to improve the match between student and course, although a few students have recently dropped out. Leaders have correctly identified the need for improved information, advice and guidance, and have begun to offer this to Year 11 students. Students are keen to learn and the school’s data indicate that progress is improving, although a check to identify and overcome potential slippage was not made early this term. Progress since the last section 5 inspection on the areas for improvement:
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