pdf Section 3 inspection report - Ofsted

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IMPLEMENTATION OF HAINAULT FOREST HIGH SCHOOL'S ACTION PLAN Findings of the fourth monitoring inspection since the school became subject to special measures During the visit 39 lessons or parts of lessons, two registration sessions and one assembly were inspected. Meetings were held with the headteacher, the chair of governors, representatives of the LEA and nominated staff. Informal discussions were held with other members of staff and with pupils and samples of work were examined. A range of documents was scrutinised. Using this evidence, HMI made the following observations to the headteacher, the chair of the governing body, a representative from the LEA, and the headteacher designate. The school has produced a revised action plan that presents a focused set of actions and success indicators designed to achieve and measure progress in the identified areas for improvement. The plan provides a clear basis for school improvement, includes suitable milestones, has been shared appropriately with staff and governors and provides a sound basis for future developments. The 2004 test and examination data was reviewed in the previous note of inspection findings; however, the recently validated results indicate some areas of improvement. The results of the 2004 Key Stage 3 tests in English were in line with schools nationally; however, those for mathematics and science were below the average. The proportions of the pupils achieving the higher Level 6 were in line with national figures in English and science but below the national average in mathematics. At Key Stage 4, the proportion of pupils attaining five or more grades A* to C at GCSE improved slightly to 41 per cent. The figures were above those of schools where the pupils’ prior attainment was similar although below the national average. However, the results of middle and lower achieving pupils were revised to a lower level by the validation process. During this inspection standards in lessons were below those expected for the age of the pupils in 21 lessons; they were above expectations on five occasions. Standards of literacy have not changed significantly since the previous inspection and remain unsatisfactory overall. The use of informal and colloquial language reduces the quality of the pupils’ oral and written answers and their creative responses. Displays of work show a range of writing some of which includes the use of complex sentences and powerful vocabulary. However, the pupils’ use of punctuation is poor. The teachers regularly accept work which is clearly below the pupils’ level of ability. The pupils lack experience in reviewing their own work; not enough emphasis is placed on redrafting and editing skills. When required to write the pupils do not make sufficient references to the relevant text to substantiate their responses. During the inspection the quality of provision varied from good to
unsatisfactory. The appointment of a permanent and competent head of department has begun to provide subject expertise and professional guidance in the teaching of English. Standards of achievement in mathematics at Key Stage 3 are improving, particularly amongst the more able pupils. However, there are still too many occasions when pupils are insufficiently challenged and the work is targeted towards the median pupil in the group. The 2005 departmental targets for the National Curriculum tests and GCSE are challenging and aim to build on recent improvements. The number of students continuing with mathematics post-16 has improved significantly this year. Teachers are now more systematic in their use of assessment to inform learning and pupils often receive instant feedback on their progress. The quality of provision in mathematics is sound overall. Standards of attainment in science are improving and the quality of provision is sound. A good example was seen in Year 11 of higher ability pupils being challenged to explain their understanding of particle physics. Although resources and displays are generally of a high standard, much greater use should be made of information and communication technology (ICT), particularly in the sixth form. The quality of teaching remains unsatisfactory overall; however, the proportion of satisfactory teaching has increased. The teaching was at least satisfactory in 30 lessons, including 12 in which it was good or better. Although the proportion of very good teaching had fallen slightly, excellent teaching was observed for the first time. Teaching was unsatisfactory in seven lessons and poor in two. The quality of teaching varied between the key stages. It was good in Key Stage 4, unsatisfactory in Key Stage 3 and adequate at Key Stage 5. Good and better lessons were seen in English, mathematics, science, modern foreign languages, law, history, geography, art, drama and music. Unsatisfactory and poor lessons were seen in English, mathematics, science, design technology, geography and art. Very good teaching was observed in music, and excellent teaching in history. Some teachers are introducing new initiatives and raising standards but in too many lessons the school’s standard procedures for lessons were not consistently followed. The experienced teachers who do not implement the agreed strategies disadvantage other colleagues who try to implement the school system. The common features of the most successful lessons were similar to those noted in previous monitoring letters. Effective lessons began at the classroom door where pupils were greeted and quickly directed into a formal activity. The teachers made good use of open questions to engage the pupils, assess their understanding and address misconceptions. The lessons were conducted at a brisk pace and the pupils’ interest was engaged by the appropriate level of challenge, a stimulating range of activities and good use of resources. Some of these lessons were
Page 1: Institutional Inspections and Frame
Page 5 and 6: learning remains inconsistent; the
Page 7 and 8: Year 11 pupils who welcomed the new

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