pdf Section 3 inspection report - Ofsted

structured carefully to include opportunities for assessment by both the teachers
and the pupils. The teachers used praise effectively and it was appropriate to the
pupils work and effort. Relationships between the adults and the pupils were
positive, polite and relaxed so that even the most reluctant pupils were won over.
In the best lessons the pupils understood how the new learning related to previous
work, what was expected of them, and how their learning could be expected to
develop.
Unsatisfactory lessons continue to be heavily but not entirely dominated by
behavioural issues and some unsatisfactory behaviour is directly related to the slow
pace of teaching and inappropriate level of challenge. Too often a laborious start
to a lesson was followed by unchallenging and poorly planned work. The
unsatisfactory level of intellectual challenge enabled some able and average pupils
to be disruptive for most of the lesson; however, these pupils escaped detention
because they were able to complete the task in the last few minutes of the lesson.
The quality of lesson planning has improved and is sound. The identification of the
pupils with additional needs is a positive development. When included, lesson
objectives were usually appropriate; however, these are frequently omitted from
lesson plans and consequently not consistently shared with the pupils. The school’s
planning proforma does not require teachers to use assessment information to
address the pupils’ differing abilities.
The quality of the pupils’ learning has improved and was closely related to that of
the teaching. Occasionally, the pupils received good teaching but made only
satisfactory progress due to weaknesses in their previous learning. Learning was at
least satisfactory in 30 lessons and these included nine where the pupils’ progress
was good or better. Many of the pupils remain reluctant to participate in lessons or
to listen to the teachers’ instructions. Inappropriate responses are common and
some staff fail to challenge them. Too many pupils found difficulty in beginning
their work; some were easily distracted whilst others were unable to sustain their
efforts without direct supervision.
The curriculum is broad and balanced; pupils have been offered an appropriate mix
of academic and vocational courses to meet their learning needs. All Year 10 pupils
are required to choose at least one course that reflects the school’s specialist
business and enterprise status; there are satisfactory links with the local further
education college which provides additional vocational courses. The school does
not comply with statutory regulations to teach religious education to all pupils in
Key Stage 4 and in the sixth form. Improvements in provision and the change in
the leadership of the school present important opportunities to further extend the
range of vocational options. The use of assessment to inform teaching and