INSPECTION UNDER SECTION 9 OF THEEDUCATION (SCHOOLS) ACT 1992

DANUM SCHOOLArmthorpe Road

DONCASTERDN2 5QD

School Number 371/4014

INSPECTIONREPORT

4 - 8 December 1995

ByMrs A K Taylor

Registered Inspector T11228

12 January 1996

Under OFSTED Contract Number 371/S5/2162

Contents

Section Paragraphs

1 Introduction 1-4

2 Main findings and key issues for action 5-9

3 Standards and quality 10-19

4 Efficiency of the school 20-23

5 Pupils' personal development and behaviour 24-31

6 Subjects of the curriculum and other 32-101curricular provision

English 32-39

Mathematics 40-44

Science 45-48

Design & Technology 49-53

Information Technology 54-58

History 59-63

Geography 64-67

Modern languages 68-72

Art 73-75

Music 76-80

Physical Education 81-84

Religious Education 85-89

Other Courses 90-101

7 Factors contributing to these findings 102-144

1

Introduction

This inspection was carried out under Section 9 of the Education (Schools) Act 1992. Itspurpose was to report on:

* the educational standards achieved in the school;* the quality of education provided by the school;* whether the financial resources available to the school are managed efficiently;

and* the spiritual, moral, social and cultural development of pupils at the school.

The findings of the inspection will contribute to the annual report of Her Majesty's ChiefInspector of Schools to the Secretary of State for Education.

Basic Information about the school

1 Name of school: Danum School

Type of school: Comprehensive Upper

Status: County

Age range of pupils: 13 - 18

Headteacher: Mr M J VickersAddress of school: Armthorpe Road

DONCASTERDN2 5QD

Telephone: 01302 831385

Name of appropriateauthority: The Governing Body

Address:(if different from above)

Local authority area: Doncaster

Department for EducationSchool Number: 371/4014

Name of Registered Inspector: Mrs A K Taylor

Dates of the inspection:4 - 8 December 1995

2

Intake of Pupils and the Area Served by the School2 The school is a 13 to 18 comprehensive school sited on the east side of Doncaster besidethe race course. It is a split-site school with a special school for physically disabled pupils betweenthe two sites. It is about to be reorganised as an 11-18 school, with one building for Key Stage 3and another for Key Stage 4 and the Sixth Form. The school's catchment area is a typically innerurban one. A small number of pupils come from an area of pre-war residential private housing. The majority of children come from two large council estates with high levels of economic andsocial deprivation and from an area of multiple occupancy housing where a number of transientfamilies live. The percentage of pupils eligible for free school meals is above the national average. The proportion of children living in high social class households is below the national average.Levels of unemployment are significantly higher than the national average. The number of pupilswith statements of special educational needs is above average. There is a small ethnic minoritywhich amounts to less then 1% of the school population. Attainment on intake in Year 9 is belownational averages. The Sixth Form, however, recruits from a much wider and more advantagedcatchment area.

School Data and Indicators

3 Number of pupils in each year group

Boys Girls Total

Year 9 130 105 235

Year 10 126 127 253

Year 11 124 117 241

Year 12 68 60 128

Year 13 64 47 111

Totals 512 456 968

Special educational needs

Number of pupils having statementsof special educational needs 36

Free school meals

Percentage of pupils eligible 23.65% (1995)

3

for free school meals 22.00% (1994)

Teachers and classes

Full-time equivalent teachers 65Pupil:teacher ratio 14:1

Percentage class contact 74%

Average teaching group sizeOverall - Main School 20.6Sixth Form 14.3

Teaching time per week

Hours Minutes

Key Stage 3 24 5

Key Stage 4 24 5

Sixth Form 24 5

Pupil attendance

Percentage attendance figures for the third complete week in the term prior to the term in which theinspection takes place. Actual numbers of authorised and unauthorised absences during that week.

YearNumber of pupil sessions Percentages

ActualAttendance

AuthorisedAbsence

UnauthorisedAbsence

ActualAttendance

AuthorisedAbsence

UnauthorisedAbsence

Year 9 2122 278 99 84 11 3.96

Year 10 1934 379 103 80 16 4.26

Year 11 1760 120 50 91 6 2.59

Year 12 1559 71 0 96 4 0

Year 13 950 0 0 100 0 0

Totals 8325 848 252Overall Percentages

4

88.00 9.00 3.00

Number of exclusions in the last 12 months

FIXED PERIOD PERMANENT NUMBER FROMETHNIC MINORITIES

Boys Girls Boys Girls Boys Girls

Year 9 28 12 3 2

Year 10 30 7 1 1 1

Year 11 22 1 2 0

Year 12

Year 13

OVERALLTOTALS

100 9 1

NATIONAL CURRICULUM PUBLIC EXAMINATION RESULTS

Key Stage 3 - Teacher Assessments (TA) for 1995

Most recent yearresults for 1995

Number of Year 9 pupils on roll Boys : 125 Girls : 123

English Maths Science

Boys Girls

Tot Boys Girls Tot Boys Girls Tot Subject Level

00000227263023

0400001218

04000239446055

00000014413924

00000017363132

00000031777056

0000201729689

00001714196616

000037314813425

A - Absent for valid reasonD - NC assessment disapplied0 - Not possible to arrive at 1W - Working towards Level 1Level 1Level 2Level 3Level 4Level 5Level 6

5

14300

303223400

37700

7000

7000

14000

0000

0000

0000

Level 7Level 8Level 9Level 10

PercentPercentPercent

986418

PercentPercentPercent

100 56 6

PercentPercentPercent

9664 0

of pupils gaining L3 or aboveof pupils gaining L5 or aboveof pupils gaining L7 or above

Key Stage 3

Standard Task/Test Results for 1995

Most recent yearresults for 1995

Number of Year 9 pupils on roll Boys : 125 Girls : 123

English Maths Science

Boys Girls

Tot Boys Girls Tot Boys Girls Tot Subject Level

1701000193046101100

150000172152192420

3201001265198293520

160000083433259000

1000003193025306000

26000032764585515000

160000292847167000

1000005153336195000

26000072461833512000

A - Absent for valid reasonD - NC assessment disapplied0 - Not possible to arrive at 1W - Working towards Level 1Level 1Level 2Level 3Level 4Level 5Level 6Level 7Level 8Level 9Level 10

Percent 86 Percent 88 Percent 87 of pupils gaining L3 or above

6

PercentPercent

554

PercentPercent

52 6

PercentPercent

52 5

of pupils gaining L5 or aboveof pupils gaining L7 or above

KEY STAGE 4

Public Examination Results: GCSE Results for Pupils Aged 15

PUPILS(per cent)

Entered for5+ GCSEs

Achieving5+ A-C

Achieving5+ A-G

Entered for1+ GCSEs

Achieving1+ A-G

Achievingno passes

(A-G)

MOST RECENT RESULTS 1995

% of boys 67 18 67 86 81 19

% of girls 79 25 68 88 83 17

% of allpupils

74 21 68 87 82 18

ONE YEAR AGO 1994

% of boys 79 27 77 94 89 11

% of girls 74 25 71 91 86 14

% of allpupils

77 26 74 93 87 12

7

1995 GCSE Results in English, Mathematics and Science forPupils Aged 15

PUPILS(per cent)

Entered forall threesubjects

Achieving A-C in all three

subjects

Achieving A-G in all three

subjects

Achieving A-G in one ormore of the

three subjects

Achieving nopass in any of

the threesubjects

% of boys 63.6 15.7 58.7 79.3 20.7

% of girls 69.3 17.5 63.2 78.9 21.1

% of all pupils 66.3 16.6 60.9 79.1 20.9

GCSE EXAMINATION RESULTS

LEA Area Average1995

England Average1995

Percentage of Pupils Boys & Girls Boys & Girls

Achieving 5+ grades A-C 31.5 43.5

Achieving 5+ grades A-G 79.1 85.7

Achieving 1+ grades A-G 87.5 91.9

Other Qualifications Taken By Year 11 Students

Type ofAward

AwardingBody

Level VocationalArea

Entries Results

Diploma ofVocationalEducation

City &Guilds

Foundation 81 63 Passes

Core TextProcessing

RSA 11 11 Dist

8

Basic Test AEB Lifeskills 88 88 Qualified

Basic Test AEB Graphicacy 23 3 Merits17 Passes3 Fail

Basic Test AEB Health, Hygiene,Safety

23 11 Passes12 Fail

School LEA Average EnglandAverage

Percentage of pupils achieving allqualifications or units attempted byC&G, RSA and BTEC

78 77.3 85.1

Sixth Form Examination Results

A Level and AS Examination Results

Most Recent Results1995

Previous Year1994

Boys Girls All Boys Girls All

Number of pupils entered for fewer than 2 ALevels or their AS equivalent

25 19` 44 17 16 33

Average points score of pupils entered for fewerthan 2 A Levels or their AS equivalent

3.9 3.8 3.9 5.0 3.1 4.1

Number of pupils entered for 2 or more ALevels or their AS equivalent

42 55 97 51 47 98

Average points score of pupils entered for 2 ormore A Levels or their AS equivalent

15.3 12.1 13.7 10.4 17.4 13.8

Number of pupils who were on the final year ofa vocational course - BTEC National (Diplomaor Certificate) or City & Guilds Diploma atNational Level. Excludes GNVQ results whereapplicable

0 0 0 0 0 0

Percentage of entry achieving qualifications -BTEC National (Diploma or Certificate) or City

9

& Guilds Diploma at National Level. ExcludesGNVQ results where applicable

0 0 0 0 0 0

A Level and AS Examinations results 1995

All candidates enteredfor GCE A Level or AS

examinations

Candidates entered forfewer than 2 GCE A

Levels or ASequivalent

Candidates entered for2 or more GCE A

Levels or ASequivalent

Average point score Average point score Average point score

School 4.0 3.9 13.7

LEA average 4.1 2.3 14.7

England average 5.4 3.2 17.5

Other 17+ and 18+ Examinations or Accreditation

Type ofAward

Awarding Body Level VocationalArea

Entries Results

GNVQ City & Guilds Foundation Art &Design

6 6 Passes

GNVQ City & Guilds Foundation Health &Social Care

4 1 Pass

GNVQ City & Guilds Intermediate Art 2 2 Passes

GNVQ City & Guilds Intermediate Business 17 12 Passes

GNVQ City & Guilds Intermediate Health &Social Care

9 8 Passes

GNVQ City & Guilds Intermediate Leisure &Tourism

14 6 Passes

10

What Pupils Do On Leaving The SchoolFigures show the percentage of the year group

FurtherEducation/School

Employment Training Other

PupilsAged 15

No. 140 13 33 59

% 56 5 14 25

PupilsAged 16

No. 112 9 21 31

% 64.7 5.2 12.1 17.9

Further Education Higher Education Training Other

Year 13 No. 9 73 3 10

% 10 77 3 10

11

Financial Information

INCOME (£) Last Financial Year1994-1995

Current Year1995-1996

Balance Brought Forward 41,140 30,465

Transitional Grant

Recurrent Income (LMS orAMG)

2,316,660 2,465,660

Specific or Special PurposeGrants for Curriculum/StaffDevelopment

14,021 10,702

Other Special Purpose Grants

TVEI funding 30,350 16,840

Other Income Managed by theSchool, Lettings, Funds Raisedetc

46,245 14,636

TOTAL 2,448,416 2,538,303

EXPENDITURE (£) Last Financial Year1994-1995

Current Year 1995-1996

Teaching Staff 1,708,591 1,814,400

Other Staff 245,448 244,830

Educational Resources 88,423 66,456

Premises Costs 220,949 239,520

Curriculum and StaffDevelopment

48,371 31,542

Other Expenditure 106,169 131,160

TOTAL 2,417,951 2,527,908

Expenditure per pupil: £2,401

Expenditure per pupil oneducational resources: £88

12

Record Of The Evidence Base Of The Inspection4 During the course of the inspection, 209 lessons, or parts of lessons, were observed. Inspectors attended 22 assemblies, in the two school halls, in year groups and form roomsduring registration. They also attended nine other registrations. Samples of pupils' writtenwork at all ability levels and from each year group were inspected. Discussions were held with three pupils from each year group about their work and experience of the school. Inspectors also had informal discussions with many other pupils. They attended a variety of extracurricular activities, including a carol concert involving the whole pyramid of schools. Thehead, the chair and the vice chair of governors were interviewed. Inspectors were present at adaily staff briefing, meetings of the senior management team and the policy committee.Discussions were held with the heads of department and heads of year and with the sitemanager and finance officer. There were meetings with the heads of feeder schools and theneighbouring special school. There were discussions with representatives of various specialistagencies working in the school such as the careers service and education welfare officers andeducational psychologists. The inspectors also considered 91 completed questionnaires fromparents and held a meeting which was attended by 28 parents.

Main FindingsStandards5 Standards of achievement in the school are below average at Key Stage 3 and in mostsubjects at GCSE. The percentage of pupils gaining five or more subjects at GCSE gradesA*-C in 1995 was below national averages. In the Sixth Form, A level results were just belowthe national average. Taking pupils' socio-economic circumstances into account and theirattainment on entry into the school, standards of achievement according to ability are generallysound at Key Stage 3 and Key Stage 4 and good in the Sixth Form. However, there is asignificant level of underachievement in lower ability groups. Pupils' competence in readingand writing and number is sound in Key Stages 3 and 4 and good in the Sixth Form. Inspeaking and listening and information technology, their competence is below average in KeyStages 3 and 4 and good, post-16.

The Quality of Education Provided6 The quality of learning, judged by progress and skills, is sound in Key Stages 3 and 4 though attitudes to learning are not always satisfactory. In the Sixth Form the quality oflearning is good. The quality of teaching is sound overall. In Key Stage 3 and particularly inlower ability sets, pace and challenge are not always sufficient. They improve in Key Stage 4and are very good post-16. Assessment meets statutory requirements but is not always used topromote achievement. Provision for statemented pupils is very good. However, individualeducation plans for other pupils with special needs are not yet in place. The curriculum reflectsthe aims of the school in Key Stages 3 and 4 and is particularly effective in the Sixth Form. The curriculum does not comply fully at present with statutory requirements in relation to

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religious education. Equal opportunities provision is sound.

7 The school is well managed. The head and senior management team provide effectiveleadership and vision and there is a good working partnership with governors. Planning andpriority setting are good and plans are implemented and reviewed effectively. Middlemanagement is less well developed. In spite of the split-site, routine administration is efficientand working relationships and communications are good. Overall, the standard of financialplanning and management is sound; resources are efficiently used and financial control is good. The school's evaluation of its effectiveness is generally sound. The school provides soundvalue for money.

8 The school has a caring and supportive ethos which is reinforced by an effective personaland social education programme. The provision made for pupils' moral, social and culturaleducation is good. Relationships within the school are sound. Pupils' behaviour is satisfactoryand the school is an orderly community. Attendance is below average although the schoolworks hard to raise it and records of attendance meet requirements. Provision for spiritualdevelopment is less satisfactory. While whole school assemblies do include acts of collectiveworship, not all class assemblies do.

.

Key Issues For Action9 To raise further the standards of work and the quality of learning and provision thegovernors and senior management should:-

*take steps to raise standards in those areas where underachievement has been identified;

* improve the quality of speaking and listening throughout the school;

*ensure that all heads of department fully monitor and evaluate the quality of work in theirdepartments;

*continue their efforts to raise the levels of attendance;

*ensure that statutory requirements are met in the provision of

a) individual education plans

b) collective worship and religious education

c) a guard for the art room kiln

14

Standards and Quality

Standards Of Achievement

10 Overall, pupils' standards of achievement in external examinations are below nationalaverages. Average points in GCSE in 1995 were below national norms in all subjects exceptmathematics, home economics (food), music and business studies. The percentage of pupilsgaining five or more GCSE grades at A*-C in 1995 was 22% compared with 40% nationallyin comprehensive schools. 68% of pupils achieved a G grade or better in 5 or more subjectswhich is below the national figure of 87%. Results in GCSE in 1994 were better andconsiderably better in 1993 and closer to national norms. Girls achieve slightly better thanboys. In the most recent GCSE examinations, 17.5% of girls and 15.7% of boys achieved A-Cin all three core subjects of English, mathematics and science which are low figures.Examination results are at times below expectations, particularly with the less able groups,even taking account of pupils' attainment on entry in year 9. Results in the Key Stage 3Standard Assessment Tests show over 50% of pupils achieved Level 5 or above. More girlsachieved Level 5 and above than boys in English and science. Boys did better in mathematics.

11 In 1995, average points scores at A level were in line with or better than national norms inEnglish language, mathematics, design and technology, French and business studies. Othersubjects were below national norms but in line with Local Education Authority averages. There was a good level of success in vocational courses.

12 Standards achieved by pupils, judged against national norms were sound in half the lessonsobserved in Key Stage 3. There is an overall improvement by Key Stage 4, with some goodor very good standards recorded. In the Sixth Form, standards in most lessons are sound orbetter and in a quarter they are good.

13 In Key Stage 3, against pupils' abilities, achievements are sound or better in three quartersof the lessons and good in a fifth. There is an improvement in standards in Key Stage 4particularly in the upper and middle sets and the mixed ability groups, where achievement isgenerally sound and often good. However, in the lower groups there is a significant level ofunderachievement in Key Stages 3 and 4, not only against national norms but also againstpupils' own abilities. There is also less evidence of good achievement in these sets in KeyStage 4 than in Key Stage 3. By the Sixth Form, standards in the majority of lessons aresound and a third are good.

14 The standard of reading is sound overall and pupils who require additional help receivegood support. Skills of information retrieval are variable. In general written work is soundand there is a good range of writing for a variety of purposes throughout the key stages at allability levels. Standards in speaking and listening are variable and a substantial percentage ofpupils have poor oral skills. Many pupils use an inappropriate register and find extendedresponse difficult. In modern foreign languages, speaking skills are limited except among themore able and in the Sixth Form.

15

15 There is a wide variation in pupils' competence in number. More able pupils use numberskills effectively to solve problems but pupils in lower ability sets have difficulty with basicprocesses. Information technology skills are below national expectations in Key Stages 3 and 4and sound in the Sixth Form. Graphical skills are variable. In design and technology graphicalskills are being extended. However, in other subjects pupils draw and use simple graphs buthave a limited understanding of analytical techniques.

Quality Of Learning

16 Overall, the quality of learning is sound and it improves as pupils progress through theschool.

17 Upper and mixed ability sets make satisfactory to good gains in learning in both KeyStages 3 and 4. The quality of learning also improves in middle ability groups in Key Stage 4. Pupils make good progress with their learning tasks and show gains in the knowledge andunderstanding of the subjects they are studying. In the Sixth Form pupils are developingindependence as learners. They ask and answer questions, analyse problems and take anactive part in discussion.

18 Overall, in the core subjects of English, mathematics and science learning is sound orgood. In English and science, many pupils are able to co-operate and contribute to classdiscussion. They are able to make connections with other areas of learning. In mathematicsable pupils have sound retention of previous work but, in lower sets, there is evidence of poorconcentration.

19 In other subjects the quality of learning is variable and is often dependent on the challengeand motivation in the tasks set. Pupils in some lower ability sets do not make sufficientprogress. Pupils' recall of previous work is affected by absence. They have few learningstrategies and are too dependent on their teachers. Poor concentration and a tendency tochatter affect achievement. Often this is related to low levels of expectation and tasks whichare not stimulating.

Efficiency Of The School20 The school has sound arrangements for the strategic management of resources. There issatisfactory oversight of the budget by the Governing body. Nevertheless, it is noted that theschool faces a significant budget deficit at the end of this financial year, mainly because of areduced level of Sixth Form recruitment. The conditions which have led to this are unusualand a result of the imminence of re-organisation.

21 The work of the school finance committee and finance officer contribute to the effectivescrutiny of the deployment of resources. The allocation of funds to departments is very good. It is based on a formula-driven allocation supplemented by bids from departments for

16

developments or major maintenance items. These allocations are effective in the funding ofdepartments and the system is open and logical. Only in the case of religious education, artand business studies is there a degree of underfunding.

22 The school development plan records priorities for development and these are linked tobids to the finance committee for specific funding proposals. The school achieves goodshort-term planning but there is less evidence of long-term planning and related budgeting. There is limited review of the cost-effectiveness of the school's expenditure. The distributionof teaching time is efficient and staff are well deployed. The school makes as efficient use aspossible of the accommodation and resources. The split-site makes it difficult to achieve afully efficient school organisation and deployment of resources. Existing arrangements placeemphasis on efficiency in the working of subject departments but at the expense of someaspects of the pastoral system.

23 Within the constraints of a split-site, the school gives sound value for money.

Pupils' Spiritual, Moral, Social and Cultural Development24 The school has a sound policy for pupils' spiritual, moral, social and cultural development,which is underpinned by a very good programme of personal and social education andguidance. This programme incorporates careers, health and sex education. It is animaginative and well-constructed course, which is well received by pupils. Pupils do raisefunds for various charities. However, despite the school's best efforts, pupils do not alwayslink what they have learned in class to real life, and for many, social skills and theunderstanding of moral issues remain under-developed. Religious education provides a basisfor encouraging understanding of moral and spiritual issues, and the moral dimension isreinforced in such areas of the curriculum as English, drama, history, physical education andhealth and sex education. The spiritual dimension in school life is not well developed. Theabsence of a multi-faith dimension in religious education in Key Stage 3, and the limited inputin Key Stage 4 do not prepare pupils for life in a pluralist society. While some lessonsincorporated artefacts from other cultures, opportunities were missed to link these to the beliefand value systems that they represented.

25 The school does not fully meet the requirements for a daily act of collective worship.There are whole-school and year-group assemblies each week, which include worship. Somewere enhanced by school music or a striking presentation but they were not always veryuplifting occasions. The twice-weekly class assemblies in registration periods make attemptsto conform to the 'theme for the week', but there is little participation or enthusiasm frompupils, and few acts of worship.

26 The school makes good provision for cultural interests through the curriculum and througha good range of extra-curricular activities. Music is a particularly strong feature in the school,and through its involvement pupils' cultural horizons are greatly enhanced. There areopportunities for pupils to work with practising artists and musicians, and to make visits tomajor art collections, theatres and musical events. In the Sixth Form the London visit makesan important contribution to social and cultural development. Pupils are also able to gain

17

work experience in the European Community and Poland, which extends cultural andeconomic understanding. There is also a range of sporting activities for boys and girls atvarious levels.

Behaviour and Discipline

27 There is a good behaviour policy which covers rewards and sanctions in the school anddefines criteria for exclusion. This has been recently approved by the governors. Staff arefollowing the policy but pupils are still uncertain about how the system of rewards andsanctions operates. Although the school is committed to good behaviour and discipline,different teacher expectations and a lack of consistency prevent its full realisation. In somelower ability sets poor behaviour limited achievement. The movement of pupils between sitesis orderly and no evidence of problems were seen during the inspection.

28 Pupils' behaviour is generally sound although it is variable in some classes. This is often asa result of low expectations on behalf of the teacher and inconsistencies in dealing withsituations which reduce standards of achievement and effective learning.

29 The school maintains clear systems to reduce the need for exclusions which appear to berelatively successful. The school addresses bullying very seriously and has taken effectivesteps to deal with such incidents. In general, the school is an orderly community with pupilsmoving around the building in an acceptable manner. Dining arrangements are well organisedand very orderly.

Attendance

30 Overall, levels of attendance are poor as is often the case in similar catchment areas. There is a core of persistent absentees, many of whom come from outside the catchment areawith a record of poor attendance. The school has recognised the problem and has put intoplace a well organised and thorough system to monitor patterns of absence. Registers arechecked daily and any unexplained absences are followed up. Movement of pupils between thetwo sites makes it more difficult to monitor post registration truancy, although randomattendance checks are carried out at various times. Where appropriate they are referred to theEducation Welfare Officers with whom there are very strong links. Most pupils arrivepunctually at school but lessons do not always start on time.

31 The completion of registers and publication of attendance data comply with the DEScircular 11/91.

Subjects Of The Curriculum And Other CurricularProvision

English

18

32 Standards of achievement in A level language and literature were in line with nationalaverages for candidates in the 1995 examination. In GCSE language and literature fewerpupils gained A-C grades than the national average but a high proportion of pupils attainedlevels D and E. The department is actively investigating the issue of raising achievement forthis ability band.

33 In lessons seen achievement at Key Stage 3 and Key Stage 4 was lower than average inrelation to national expectations. Performance of pupils in A level groups was good. Whentaking into account capabilities pupils' achievement was sound or better in the vast majority oflessons seen at all key stages.

34 Standards in speaking and listening are variable and a substantial percentage of pupils havepoor skills in spoken communication. Many pupils use an inappropriate register for talk andfind extended conversation difficult. Where pupils have greater skills in speaking and listeningthey are successful in articulating opinions well and they understand the conventions of speechin a range of situations. Drama lessons are used effectively to extend oracy skills.

35 In general written work is sound at all key stages. At Key Stage 3 pupils have someawareness of editing and drafting but these skills are not developed consistently over the keystages. Information technology is used but not exploited to extend language awareness. Pupils at all key stages produce a good range of writing and have skills of technical accuracyaccording to their ability. There is evidence of progression over the key stages. There is agood range of written outcomes at all key stages and the quality of creative writing andpersonal response work is sound at all ability levels. Pupils have an awareness of audience andpurpose for writing.

36 Reading skills are sound overall and pupils who require additional help with reading haveappropriate resources and support to achieve success. A wide range of fiction and non-fictionis used and pupils respond well in discussion and in writing to texts studied. Skills ofinformation retrieval are variable. When study skills are presented as a separate unit,achievement is weak. The quality of work is sound when research work is set with a realsense of purpose. The enjoyment of reading is promoted actively to support many pupils whoreceive little encouragement to extend reading at home. The literature provided is diverse butthere are few texts to develop understanding of a multi-cultural society.

37 The quality of learning is generally sound overall and good in A level classes. Standardsare poor when disaffected pupils are not checked. Lack of concentration is sometimes relatedto low levels of expectation and tasks which are not stimulating. When under good control,pupils are able to collaborate well and are responsive in class discussion. Pupils are able toapply previous knowledge and to justify a point of view with confidence. Pupils from allability levels display successful learning skills when well motivated. When tasks are wellstructured and demands are high pupils engage actively in lessons and the quality of learning issound.

38 The quality of teaching was sound or good in all but a small minority of lessons seen. There is effective planning for progression of skills. Teachers have clear objectives for workand usually make these explicit. Pupils' work is responded to and targets for improvement are

19

explained. In general teachers create conditions for pupils to develop independent learning. In the main pupils of all abilities are provided with a variety of stimuli for their work anddemands are made upon them. Question and answer sessions are used effectively to elicitopinions and the contributions of pupils are respected. However, in the less satisfactorylessons, the need to exercise control over difficult pupils led to over direction and poor studentinvolvement.

39 The department has developed efficient procedures to record achievement and theassessment of all aspects of English is sound. Staff have a sound knowledge base for work inliterature and language at all key stages and have a commitment to the development ofexpertise to meet curriculum innovation. Pupils with special educational needs are wellsupported by teachers and non-teaching staff. Appropriate resources are available in generalbut supplementary materials for the low achiever and less motivated are needed. The subjectis well co-ordinated and documentation is good.

Mathematics

40 Overall standards of achievement in mathematics are slightly below national averages.There was a wide spread of attainment demonstrated in the 1995 Key Stage 3 tests, but manypupils achieved average or above average National Curriculum levels. GCSE results in 1994and 1995 were just above the national averages for the percentage of A*- C grades. However, the school enters a low proportion of pupils for GCSE (68% in 1995) and takingthis into account the results in mathematics are significantly below the national average. Otherpupils receive accreditation through a graduated assessment certificate. The standards in Alevel mathematics are good in comparison with national results. There are large differencesbetween the achievement of pupils when compared to their abilities. Pupils in the upper abilitysets achieve sound or better standards, but there is a significant element of under-achievementby pupils in the lower ability sets. Pupils in the Sixth Form are generally showing levels ofachievement in line with their abilities.

41 There is a wide variation in pupils' abilities in number. More able pupils use number skillseffectively to solve problems. They use a calculator efficiently and are comparatively confidentin the use of algebra. The lower ability pupils have difficulty with basic mental processes; theycan use calculators to aid their arithmetic but lack quick mental recall and problem solvingskills. Most pupils can draw and use simple graphs, but sometimes lack an understanding ofthe analytical techniques being applied. Using and applying skills are well developed in thehigher sets, who demonstrate their ability in GCSE coursework.

42 The quality of learning is generally sound overall, but is generally better in Year 9 and theSixth Form. The more able groups make much better progress in lessons than the lowerability sets. In the upper ability groups, pupils respond to the clear targets and challenges andwork well within the structures imposed by the teacher. Their presentation of work is variablein quality; but sound overall. The pupils have sound retention of previous work and are ableto use their notes to aid their memory. In contrast, in lessons with the lower ability groupsthere is often no clear target for learning and pupils are reliant on their own motivation. Pupilsin some groups show little or no enjoyment of mathematics. In many of these groups, pupils

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are not able to use relevant language or talk appropriately about their work. Presentation ispoor with limited demands placed on the pupils. The degree with which pupils stay on task isvery variable; in the upper sets it is good, in the lower sets it is, in general, poor.

43 The overall quality of teaching is sound, but there are marked differences across the abilitygroups. The level of planning is very variable and in some areas has shortcomings. Work, forthe upper and middle sets, is generally well structured and it is clear that teachers have usedthe scheme of work and the text books to organise their presentation of the content. Homework is used effectively to reinforce learning. Planning for the lower sets is too oftenpurely organisational and does not relate to mathematical objectives; pupils continue along aprogramme of work with little direct teaching. These pupils are rarely engaged inmathematical discussions and have a very restricted knowledge of mathematical language.Class control is generally sound. The quality of exposition is good and, in the best of lessons,engages pupils through good questioning that allows them to give extended responses andjustify their answers. The pace of lessons observed was variable; in the upper ability sets it wassound. In others there was little change in activity and the lesson failed to make effective useof the time available.

44 There is generally good provision for pupils with special educational needs, with supportassistants making an effective contribution to the achievements of statemented pupils. Thedepartmental documentation is sound, but the aims identified within it are not always evidentin the way teaching is organised. The curriculum structure does not provide a relevantfoundation for the success of all pupils. Although there is some use of information technologythere is, at present, insufficient coherence in the programme provided in Key Stage 4 to meetNational Curriculum requirements.

Science

45 Overall standards of achievement in science are sound. The GCSE results in single anddouble award science, taken together, are slightly below national figures in both 1994 and1995. In Key Stage 3 assessments, recent results indicate that about half the pupils achievethe level expected in the National Curriculum. At A level, the grades achieved show a widespread of attainment but with few passes at a high level.

46 Overall, in lessons observed, few pupils gave evidence of above average standards. Manypupils have a satisfactory recall and understanding of the subject. Work in pupils' booksindicates that they are competent in the conduct of experimental and investigational work butthere is little evidence of higher order skills being employed in normal course work. Generally,pupils are working in line with their ability. However, in the case of lower ability pupils asignificant number show underachievement. This is caused mainly by the high level of absence,and the poor attitudes shown by some.

47 The quality of learning is variable. Many pupils are cooperative and make progress in theirlearning. They are well behaved and attentive. However, a proportion of pupils find itdifficult to concentrate and are prone to chatter unless closely supervised. In these cases, thequality of learning is much less satisfactory and, as a consequence, there is a degree of

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underachievement. Many pupils express only a moderate level of interest in science.

48 The quality of teaching is sound. Courses are well planned and departmentaldocumentation is good. Individual lessons are well organised and teachers are competent inthe presentation of material. Work is carefully structured to encourage a good pace andgenerally this is achieved. The accommodation for science is variable in quality: on the LegerWay site it is satisfactory; on the Armthorpe Road site it is poor. The accommodation is notimproved by the mixed quality of display and upkeep. The curriculum structure for science inKey Stage 4 is unusual: only about 50% of pupils take the double award GCSE course.

Technology

Design and Technology

49 Standards of achievements in design and technology overall are sound. Results above thenational average are being achieved at A level in design and technology. In home economicsthe results are less successful and below average expectations at this age. GCSE results at A-Cgrades are also satisfactory in terms of national averages, but the 1995 results weredisappointing. Work in Key Stage 3 is at a sound level overall and some pupils achieve highstandards. However there is some inconsistency in the standards achieved across thedepartment.

50 A level work shows good achievement in the major projects where pupils are beingchallenged and their designing and making skills suitably extended. Their awareness of thecommercial context for design and technology is also being developed more fully. Projects atGCSE level show some inconsistency in standards. Pupils show a good aptitude for makingand are able to work successfully to a time plan where required to do so. There is also somegood project work where pupils show care when working to achieve the course requirements. However, some work is less secure, especially where expectations are inconsistent and pupilsare less clear about the objectives for their work. The standards achieved in Key Stage 3 aresound overall with some good features. Pupils' understanding of the process of designing isbeing reinforced well across all material areas. Where skills are being taught effectively tosupport project work, pupils show increased confidence and a more secure knowledge base.

51 Overall the quality of learning is sound or good. Pupils gain increased knowledge and awider range of skills in the Sixth Form. They work to more detailed specification, and alsoresearch and model their ideas more extensively. Projects are imaginative and inventive innature. Pupils' project management skills are not well developed in terms of a plan of actionset against an allocation of time. In Years 10 and 11, pupils are able to apply their skills andknowledge with some confidence when making but their grasp of technical language is lesssecure. Communication skills, including graphics are being extended and some goodstandards of work are achieved. Pupils working with food respond well to time plans. In Year9 the quality of learning is sound and often good where projects are well planned andknowledge and skills are being extended. Pupils show a good grasp of the process ofdesigning and an increasing awareness of the importance of accuracy when making. In

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textiles, they apply the skills they have been taught with some confidence when makingproducts.

52 The quality of teaching is mainly sound and often good. Lessons are well planned andobjectives matched to programmes of study requirements. However, these objectives are notalways shared with pupils sufficiently to ensure good progress and pace to the work. Goodteaching was observed where high expectations are set for pupils and relevant skills are beingtaught effectively. Relationships are good overall and pupils are well supported in theirlessons. There is good provision for Special Educational Needs pupils including pupils fromthe special school. There is some evidence of good progress on planning differentiated work. This requires further extension across all material areas to include the needs of the more ablepupils. Whilst there is good use of information technology in the Year 9 work in food,opportunities for other uses across the department are not well planned or structured forpupils. This limits the current range of work in the department.

53 Good progress has been made to improve departmental documentation. The process ofdevelopment planning does set and review targets. However it is not clear how theimplementation of plans to achieve targets is being monitored at this stage. Departmentalmanagement is sound and especially effective in enabling staff to work together. Futuredevelopments for the department require more detailed planning and monitoring to ensure thatimplementation is achieved.

Information Technology

54 Examination results for A level computer studies were below levels attained for other Alevels in the school in 1995. However, these results should be seen within the context of theopen recruitment policy adopted by the information technology department. Post-16standards of achievement are sound in terms of age and ability in relation to the expectationsof the course being undertaken. Information technology core skills are being achieved at anappropriate level in GNVQ programmes, for example, in GNVQ intermediate business.

55 At Key Stage 3 standards achieved by the majority of pupils in relation to their age are ator below national expectations In relation to their abilities, the majority of pupils achievesatisfactorily or well. At Key Stage 4, standards achieved by the majority of pupils in thelessons observed were below national expectations, although in some lessons observed, asound level was achieved. The majority of pupils are achieving levels consistent with theirabilities, but only within the constraints of the tasks set. Where tasks are differentiated, pupilsare able to achieve at higher levels than expected, as for example in work on spreadsheets inGCSE business studies.

56 The quality of learning varies according to departments and the range of work they areable to cover. In English, mathematics and technology (food) there are opportunities todevelop a range of information technology skills in Key Stage 3. In Key Stage 4 the range ofwork in business studies, art, music and English enhances progress. In other cases the use ofinformation technology is rather limited. The school's existing plans only partially provide forthe full National Curriculum cover in Key Stage 3. This has been recognised by the

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department and is under review but it is currently a limiting factor in the development oflearning. Pupils work well at information technology tasks and show interest in the work,even when tasks are undifferentiated.

57 Staff are committed to the development of information technology provision throughoutthe school. The integration of information technology is carefully negotiated and planned withstaff from all departments concerned and objectives are made clear in the departmentalhandbook. In practice the quality of teaching is variable and depends both on the subject andon the differing levels of information technology expertise within departments. In some cases,the limiting nature of the tasks set reduces the standards achieved. In some lessons,undifferentiated work was given to a full group and progress was maintained at the same rate,despite the different skill levels of the pupils. Overall, the quality of teaching is very variable,from the good to the insecure.

58 The provision of the same type of hardware throughout the school is a strength. This issupported both by good maintenance and by commonly used software. It assists access toinformation technology by pupils and staff in all computer rooms on both sites. The ratio ofcomputers to pupils is good. Appropriate specialist software is available in different subjectareas, with the exception of the special educational needs classes. CD Rom and videoprovision are limited in extent. The provision of information technology books in the libraryfor Key Stages 3 and 4 is limited in quality and quantity. There is, however, good provision ofappropriate books for the Sixth Form. No records of information technology capability aremaintained at the end of each key stage which could inform future teaching and learning plansfor individuals and groups.

History

59 Standards of achievement in GCSE in 1995 were below national averages but were betterin 1994. At A level, standards of achievement in 1995 were below national averages but in linewith Local Education Authority averages. In Key Stage 3, pupils are working below nationalexpectations but in line with their abilities. However, there is significant underachievement bysome pupils in lower ability groups. In Key Stage 4, pupils are working in line with nationalexpectations. According to ability, their achievements are good. In the Sixth Form pupils areworking in line with course requirements and achievement is sound or good according toability.

60 Pupils in Key Stage 3 use historical sources to describe conditions in the textile industry.In Key Stage 4 they evaluate information sources in the light of knowledge about the WesternFront. They explain the causes and consequences of the Depression in America and Germany.In the Sixth Form pupils use sources critically and independently to analyse events in Britainand Europe. Throughout the school, pupils learn to select and organise information to produce a range of structured and extended writing.

61 The quality of learning is at times unsatisfactory in Key Stage 3. Pupils have little recall ofprevious work and are too dependent on teachers. However, learning in Key Stage 4 is good. It is sound to good in the Sixth Form. Where pupils are learning well, they make progress in

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historical knowledge and skills. They ask and answer questions; evaluate information andsource materials. They make connections with learning in other areas. They co-operate well insmall groups but also work independently. They show enthusiasm for the past, respect forevidence and for the opinions of others.

62 The quality of teaching is sound in most lessons in Key Stage 3. In Key Stage 4 and in theSixth Form it is usually good and sometimes very good. In the best lessons, the teachers'subject knowledge is secure. The lesson aims are clear and are shared with pupils. Pace andchallenge are good. A variety of activities and groupings is planned. A range of informationand source materials is available. Occasionally, in less able groups in Key Stage 3, materialsand activities are insufficiently differentiated to allow pupils to work to the best of their ability.

63 The department is developing assessment to reflect the new orders but a systematicstrategy is not yet in place. Marking is consistent across the department but rewards effortrather than achievement. Pupils are not aware of the criteria used. As a result assessmentdoes not contribute to the raising of achievement nor does it enable staff to monitor progresseffectively. Recording of pupils' work and reporting to parents are satisfactory. The qualityand range of the curriculum is good. Schemes of work are in line with National CurriculumProgrammes of Study and with external examination syllabuses. History contributes to equalopportunities and multi-cultural awareness. Differentiated materials for less able pupils arebeing developed and planning for the advent of Year 8 and Year 7 pupils is under way. Thedepartment is staffed by well qualified and competent specialists, many of whom carry seniorresponsibilities within the school and can only make limited contributions to newdevelopments. Management is sound. Communications are good and there are examples ofteam teaching. The department does review and evaluate its own work though moderationcould be developed further. The department is well resourced and resources are accessibleand well used. However, during the week of the inspection no artefacts were used. Historyclassrooms are grouped together and there are good displays in the classrooms and corridors.

Geography

64 The improvement in standards throughout the age ranges at Danum suggests that thedepartment is working hard to raise achievement. At Key Stage 3 standards of achievementare below the national expectations where there is evidence of poor previous knowledge andplanned work is not sufficiently demanding. Standards of achievement against ability arevariable at Key Stage 3. Lower-ability pupils achieve appropriately; more able pupils areinsufficiently challenged and many are underachieving. At Key Stage 4, the substantialmajority of pupils achieve the national expectation and some achieve beyond it. Planning isclosely linked to examination requirements. Most pupils are achieving appropriate levels fortheir abilities and some levels are high. Boys are over-represented in lower sets, butexamination grades do not suggest that they are underachieving in relation to girls. In theSixth Form, standards in lessons are sound, and examination results are commensurate withnational averages in both geography and geology.

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65 At Key Stage 3, the quality of learning is variable although some lessons are sound orgood. In the better lessons, pupils are highly motivated and participate keenly in classdiscussion although they have poor skills in using formal language. Written work isaccomplished with enthusiasm although there is little opportunity for extended writing. In theless successful lessons, although some pupils work well, exercising good self-discipline, somehave poor working habits and are noisy, disrupting the work of others. Here, lack ofenthusiasm is related directly to low teacher expectations of behaviour and a lack ofintellectual challenge in the work set. At Key Stage 4, quality of learning is sound or better inmost lessons. Where quality of learning is good, aims are clear and shared with pupils, thepace of work is brisk and pupils are challenged appropriately.

66 Quality of teaching at Key Stage 3 is sound with good features in most lessons. In thebetter lessons, objectives are clear and shared with pupils; there are good relationshipsbetween teachers and pupils and a brisk pace is maintained by setting clear and achievabletargets with appropriate deadlines. In the less successful lessons, the pace is slow, poorbehaviour is tolerated and hard-working pupils are given little positive feedback. There is littleevidence of planning to meet the needs of individuals. The quality of teaching at Key Stage 4in the vast majority of lessons is sound or better. All teachers keep records of attendance andpupil progress and all work is marked. Attractive display is used in all rooms as a curriculumresource and to motivate pupils. The quality of teaching in geography and geology A levelclasses is sound or good and in one case outstanding.

67 The department is now efficiently managed and effectively led after a long period ofmanagement instability. There has been rapid development throughout the past year andfurther developments are planned to raise standards of achievement. The geographydepartment has too few up-to-date text books appropriate for the National Curriculum,although teachers make good use of school-produced resources which are of high quality. The library is poorly resourced for the subject.

Modern Foreign Languages

68 Standards of achievement, when measured against pupils' age, vary from average to belowaverage in Key Stages 3 and 4. In the Sixth Form they are sound or good. When set againstpupils' ability, standards are generally sound or at times better. There is, however, someunderachievement, particularly in groups which contain a majority of pupils of limited ability,but also more generally across the range of ability. It is also more evident in Key Stage 3 thanin Key Stage 4. Recent examination results reflect this position. A level results in 1995 wereabove local and national averages in French, but were below in German. In GCSE resultswere considerably below national and local averages in French. In German they were abovelocal but a little below national levels.

69 The listening skills of pupils are generally sound, reflecting the regular use of the foreignlanguage by teachers. Speaking skills are sound or better amongst the more able pupils, butare too limited with pupils whose ability is average or below. Few pupils are able to initiatelanguage for themselves except in the Sixth Form. Written work is competent and quiteaccurate amongst the more able and is sound but restricted with weaker pupils. There is

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provision for teaching the skills of extended reading but this is limited and the skill itself is notsufficiently developed.

70 The quality of learning in most lessons is sound, but in lessons observed in Key Stage 3, itvaried from sound to unsatisfactory. Pupils respond well to their tasks in the more ablegroups and elsewhere there is a sound level of concentration and a general willingness torespond. Gains in knowledge and understanding are evident in most cases, but the rate ofprogress is very slow with some groups. The quality of learning in the Sixth Form is good orvery good.

71 The quality of teaching is sound or better, with a significant number of lessons judged tobe good. Only in Key Stage 3 were there lessons observed which were judged to beunsatisfactory. Planning is good in all cases, reflecting the support of the scheme of workwhich is carefully followed by all staff. The foreign language is used extensively by allteachers and work in most cases is well matched to the ability of the group. In the goodlessons observed there was good pace, rapid progression through the material and goodreinforcement of learning. In some lessons, however, pupils were not sufficiently challengedto work to a higher level, the pace was slow and learning was not sufficiently reinforced. Insuch cases the demands made did not sufficiently match the needs of all the pupils.

72 The requirements of the National Curriculum are fully met within the department. Pupilsare regularly assessed but the recording and evaluation of pupil attainment is not yet fullydeveloped. There is a good range of language provision within the school, with opportunitiesfor pupils to study French, German or Spanish and for many pupils to study two foreignlanguages. The department is very well managed, with efficient procedures and clear guidancein the form of policy and schemes of work. Resources are satisfactory to good but there arelimited resources for the development of extended reading. There is a departmental identityachieved through the team spirit of the staff, aided by a suite of rooms dedicated to languagestudy. There is good provision of foreign language assistants and a range of opportunities forpupils to travel abroad to enhance their language skills. Excellent liaison with contributorymiddle schools supports the learning of foreign languages.

Art

73 In GCSE in 1995, standards were significantly below national averages. No pupils gainedA* or A grades. In GCE A level, standards were about the national average for A-E grades. The department introduced GNVQ intermediate level, with successful results. In lessonsobserved, standards in Key Stage 3 were variable from average to below in relation to bothnational standards and ability. Lower standards are attributable, to some extent, to poor skillson entry and to insufficient time for art in Key Stage 3. In Key Stage 4, standards are mainlyaverage to slightly below. Pupils are generally able to use pencil, coloured crayons and pastelswith some proficiency. They are less confident with paint, although they show a reasonableknowledge of colour theory. In the Sixth Form standards are sound.

74 The quality of learning varies from sound to poor in Key Stage 3. Pupils display a lack ofbasic skills and an inappropriate use of materials in Key Stage 3. In some classes they lack

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involvement, do not understand the purpose of the work and distract one another. The moreable did not progress as well as might be expected. In other classes, pupils concentrate well,apply what they have learned in previous weeks and make progress. Learning is generallysound in Key Stage 4. Pupils respond well to lesson briefs although they do not alwaysresearch the tasks effectively in their own time. They are beginning to develop personalresponses and to express themselves through materials and processes. There is too muchreliance on a narrow range of materials and on secondary source materials which are notsufficiently challenging. They have some understanding of the work and style of differentartists and can apply these techniques to some extent, to their own work. In the Sixth Form,pupils on A level courses are making good progress, exploring materials skilfully and withsuccess.

75 The quality of teaching varies in Key Stage 3 from sound to unsatisfactory. Teachers plana range of activities relating to the programmes of study for art, although they are constrainedby the time allocated to the subject. Shortcomings include lack of subject expertise amongnon specialists and lack of challenge for the most able. There is too ready an acceptance ofwork said by pupils to be complete and poor evaluation of work. In all lessons, teachers'classroom organisation and management is good. In Key Stage 4, the quality of teaching isbetter. However, teaching objectives are not always clear. Planning has not taken sufficientaccount of pupils' limited acquisition of skills and concepts in Key Stage 3, and althoughpupils are given sufficient opportunities to develop personal responses, sometimes their limitedartistic vocabulary hinders their progress. Classroom organisation is good, and teachers expectcommitment from pupils. Materials are well cared for and the teachers manage resources well. In the Sixth Form, teachers plan work well and give targets to pupils for completion. Theyplan a variety of experiences including opportunities for pupils to work with visiting artists,and to see national art collections to enhance their knowledge and understanding.

Music

76 Standards of achievement at Key Stage 3 are sound or better when compared with nationalnorms. They are frequently good considering the potential of the pupils and the insufficientamount of time allocated to the delivery of the subject in the two ten-week modules. Pupilsgain a sound basic working knowledge of musical literacy through a comprehensivetechnology course, enabling most to play accurately simple melodies and for many to addchord structures to these melodies. End of module tests reveal reasonably well-developedlistening skills and a general knowledge of the history of music within specific periods. AtKey Stage 4, and in the Sixth Form, standards are good in comparison with national norms,and are often very good considering the potential of the pupils. Practical standards revealaccomplished performers and the quality of much of the composition and essay work is of ahigh order. Score-reading analysis and research work are both well-developed. It is pleasingthat such standards can be obtained following curricular restrictions at Key Stage 3.

77 The quality of learning is sound or good across all key stages. The condensed course atKey Stage 3 means that pupils have to concentrate hard in order to cover the curriculum. Thedifferentiated use of technology enhances the quality of learning and ensures an apparentenjoyment of the subject. Pupils appear to be motivated by the nature of the challenges

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offered, and respond well to them. GCSE pupils show a lively interest in their course andresearch and produce work over and above what is expected of them. The A level studentsrespond positively and in a mature way to the demands of the academic approach in which thesubject is delivered.

78 The quality of teaching through all key stages is uniformly good, and is often very good. Comprehensive programmes of study have been produced for Key Stage 3 which ensure acommonality of delivery within the department. Teachers have a high expectation of whatpupils should achieve, and the pace of lessons is fast. Differentiated approaches enable allpupils to succeed. There is a good balance between individualised and whole-class activityand there is always an insistence upon attention to detail. The GCSE teaching is lively,varied, relevant and comprehensive and the Sixth-form teaching is informed, thorough andintellectually demanding.

79 Accommodation for the delivery of music is unsatisfactory in that it has no adjacentspecialist rooms for practice or group work. The existing room hums with activity and isalways a centre of industry: but it is inadequate for the purpose. The staffing provision isalso unsatisfactory and puts too much responsibility upon the one full-time teacher. Othermembers of staff assist with the teaching and make valuable contributions to music in theschool, but the overall staffing of the department needs to be reviewed.

80 The quality of extra-curricular music provision is quite outstanding and the school is to becongratulated on enabling so many pupils to experience such a rich introduction to music intheir formative years. The unstinting work of members of the music department, including thevisiting instrumental teachers, together with the support of the school management, must beacknowledged as one of the highly successful features of this school.

Physical Education

81 Standards of achievement in physical education against national norms and pupil capabilityare sound to good overall in both key stages and the Sixth Form. The standards ofperformance of some groups is very good and contributes to the overall standards achieved. Evidence can be seen of pupils' knowledge and understanding in a variety of activities. Pupilsare involved in planning and evaluating in a developing range of learning situations. Teacherexpectations are high and pupil response is good.

82 The quality of learning is sound to good in all lessons. The majority of pupils are wellmotivated and able to work co-operatively and productively. They show an awareness ofsafety issues and conduct themselves appropriately. Many pupils are willing to persevere andpractise to improve their skills and can transfer these into small or full sided games. Pupils areinvolved in their own learning and have to take responsibility for some aspects of their lessons. They are positive in their attitudes to each other and to the teachers.

83 The quality of teaching is sound to good in all lessons. The aims of the lessons areappropriate and are usually shared with the pupils. Lessons, on the whole, are conducted at agood pace and there is appropriate challenge for all pupils. Differentiation both by task and

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outcome was observed. Pupils are being provided with opportunities to be involved inplanning and evaluating. Teacher exposition is good and feedback is positive and evaluative. The organisation and management of lessons is good and there is a pleasant atmosphere inlessons.

84 The department is very well managed and organised. However, there are insufficient fulltime teachers and the fragmentary nature of staffing the timetable presents problems withcontinuity and progression, administration and in-service training. This also prevents KeyStage 4 GCSE and A level examinations from being offered to pupils. The timetablingarrangements for Key Stages 3 and 4 are unsatisfactory. Assessment is linked to NationalCurriculum criteria. However, work on standardisation of assessment in planning, performingand evaluating is not yet complete. The documentation provides appropriate information andrelevant units of work.

Religious Education

85 From the limited evidence available the standards appear to be slightly below nationalexpectations though some upper ability pupils showed higher achievement. Most pupils areachieving in line with their capabilities. Judgements about overall standards of achievementare difficult because of the absence of any examination work, the small amount of pupilwriting and the infrequency of oral inputs from most pupils at both key stages.

86 At Key Stage 4, a small number of pupils showed high ability to understand and describeconcepts such as reincarnation, to ascribe them to particular religions and relate the conceptsto their own lives and experiences. A small number also showed the ability to articulatemature opinions on moral issues and to sustain an argument and line of thought. At Key Stage3 most pupils can recall facts of bible stories and relate qualities demonstrated in the stories,such as forgiveness, jealousy and commitment to experiences in their own lives.

87 Across the key stages, the quality of learning is at least sound in all lessons andoccasionally good. The pupils' attitudes to the subject are positive. Most listen well,attentively and with interest to teacher expositions. These challenge the pupils to think abouttheir personal standpoints on spiritual and moral questions. However, too many of the pupilsare passive. They are unable to share their ideas because of the absence of structureddiscussion work, extended oral contributions and other forms of expression, including writing. At Key Stage 3, the best learning takes place when the pupils use their enjoyment of biblestories to develop their understanding of their own behaviour and values and consolidate thelearning with appropriate written tasks.

88 In both key stages the quality of teaching is at least sound in the majority of lessons andoccasionally good. A substantial part of most lessons involves direct teacher expositions withoccasional questions to the pupils. At Key Stage 4, these challenge the pupils to think aboutquestions of life and morality and at Key Stage 3 they increase the pupils' knowledge of theJudaeo-Christian tradition and encourage them to apply moral messages to their lives. Theinputs are authoritative, and are delivered with commitment and appropriate self disclosure. The range of teaching strategies is limited and there is no use of resources to illuminate

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discussion. There is no planning for opportunities for independent pupil research.

89 Insufficient time is given to religious education, particularly in Key Stage 4. Theavailability of specialist staff is low. The resources of the department are limited in their rangeand out of date. The department has no accommodation of its own. The school has recognisedthe need to address these issues and give an appropriate status to the subject, as thedepartment develops a more multi-faith syllabus in line with the Agreed Syllabus of theAuthority.

Other Courses

Business Education

90 Standards of achievement in business studies are sound or good overall. Whilst there issome variation each year, examination results at A and GCSE levels are broadly in line withnational averages for schools of a similar type. Good standards are also being achieved on theGNVQ course at Foundation and Intermediate levels.

91 The quality of learning at A level is good. Pupils show a positive attitude to their workand contribute well to lessons. They are enabled to take responsibility for their own learningand most pupils achieve this effectively. Pupils are well motivated and work well to meet theirtargets successfully. At GCSE and GNVQ levels pupils respond well to clearly defined tasks. Their level of concentration is sometimes variable but sound overall. Most pupils are able toapply themselves well, and achieve a good standard when using their information technologyskills.

92 The quality of teaching is good throughout. The level of planning is also good and pupilshave adequate resources for their needs. The quality of task and information sheets is goodoverall and most of these are produced by staff. There is also appropriate use made ofcommercial texts but these do not sufficiently extend pupils' learning. The department ismanaged effectively and currently provides some valuable experiences and opportunities forpupils through its courses.

Classical Studies

93 One group of able pupils is selected to study Latin in Year 9. It becomes an option inYear 10 with 11 pupils and with 13 pupils in Year 11. Progress in these lessons is rapid. InYear 9 pupils are already handling case correctly and are beginning to deal with a range oftenses. This progress continues in Key Stage 4 and pupils show good comprehension skills,the ability to translate and a sound understanding of the complex grammatical structure. Examination results in both 1994 and 1995 were strong with almost all pupils achieving gradesA to C, mostly at grades A or B.

Sixth Form

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94 The Classical Studies course in Year 12 has six students who are demonstrating a goodunderstanding of classical tragedy and of the mechanisms and characterisation of Euripides. The teaching approach observed encouraged exploration of the meaning of the play andunderstanding of the literature and mythology of the classical world. The quality of learning isgood, both of the area of study and of the broader aspects of classical culture and civilisation.

GNVQ

95 The GNVQ course is now in its third year at the school. The balance between the coursesoffered has now been adjusted and all are recruiting well. Most students entering the GNVQcourses are from Danum School itself. Foundation and Intermediate courses are offered andthere is good progression from these courses to Advanced GNVQ at Doncaster College.Eighty percent of the Health and Social Care course and fifty percent of Leisure and Tourismand Business Studies proceed to the Advanced courses. In addition, around thirty percentobtain employment.

96 Pass rates were good for most courses in 1995 with an overall seventy percent atFoundation Level and sixty seven percent at Intermediate level. Courses are well constructedand the teaching is purposeful and sound. With their successful development and clearpathways, these courses are significantly adding to the quality of curricular provision in theSixth Form.

Vocational Courses

97 The Vocation Programme in Key Stage 4 makes satisfactory provision for less academicpupils. National Curriculum requirements are met and pupils are given the opportunity tostudy topics intended to improve their skills and self-confidence. Pupils achievement withinthe Programme is in line with their abilities and there is a good level of teaching support.

Economics

98 Standards of achievement in lessons observed were good. Students are able to makethoughtful contributions to discussion and demonstrate a good knowledge and understandingof economic theory. The quality of written work seen supported the judgement thatachievement overall is good. Examination results in 1995 at A level were a little below bothlocal and national averages, but should be seen in the context of an open recruitment policyand a large group of 26 entries. There was, however, a very high success rate at GSCE at theend of Year 12.

99 The quality of learning observed in lessons was good. Students are making progress intheir understanding and in their ability to develop and communicate ideas. The quality ofteaching is consistently good. Lessons are carefully planned, topical and stimulating in theirapproach. Pupils are challenged to develop their ideas within a supportive environment andappear to respond to this challenge. The subject is making an important contribution to theSixth Form curriculum.

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Politics

100 Standards of achievement in GCE A level politics in 1995 were below national normsbut close to Local Education Authority averages. Examples of essays indicate that pupils areworking in line with course requirements and their abilities. Pupils show an understanding ofthe advantages and disadvantages of a range of electoral systems. They understand theinfluence of class, region and gender on voting patterns. They are able to analyse the causes ofsuccess and failure of political parties in general and bye-elections.

101 The quality of learning is variable. Some pupils ask and answer questions and defend aposition in debate. Others have difficulty in articulating their views or make no contribution todiscussion. The quality of teaching is sound to good. Exposition is clear and subjectknowledge is good. Questions are used to probe understanding. Marking gives helpfulfeedback to pupils. In the best lessons, the views of all pupils were explored. Strategies tosupport the less confident pupils, such as pair work, small group work or preparedcontributions by pupils, were not seen. There is a dedicated classroom, with some appropriatedisplays, but the room was untidy and cluttered.

Factors Contributing To These Findings

Quality Of Teaching

102 Overall, the quality of teaching is sound to very good though there were alsoexamples of unsatisfactory teaching. Good teaching was seen at all levels of ability; in themajority of top sets and in almost half the mixed ability groups. It was less common in middleand lower ability sets.

103 In Key Stage 3, teaching was sound in three-quarters of the lessons seen. Goodteaching was seen in a third of the lower ability sets and a quarter of the top sets. By KeyStage 4 the quality of teaching had improved and was satisfactory in over 80% of lessons. Good teaching was seen in half the upper ability groups, and in around a third of mixed abilitygroups. In the Sixth Form teaching was sound in almost all lessons and good or very good intwo thirds.

104 In the lessons observed, good teaching was characterised by planning which matchedprogrammes of study. Aims were shared with the pupils and expectations of work andbehaviour were high. The teachers' subject knowledge was secure and exposition was clear. A brisk pace was set with achievable targets. Pupils understood the assessment criteria andrelevant skills were taught effectively. Homework was used to reinforce learning.Relationships were good.

105 In the unsatisfactory lessons, unstimulating and unchallenging tasks were set. Theneed to exercise control sometimes led to over-direction and activities which limited pupils'achievements at all levels.

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Assessment, Recording And Reporting

106 There is a whole school policy on assessment, testing, recording and reporting whichclearly defines aims and objectives. Statutory requirements for National Curriculumassessment and recording are being met.

107 Subject departments have developed assessment and recording policies in response tothe school policy. Most provide an appropriate framework for assessment, but some arelimited in their effectiveness. Further work is needed in history, geography, religious educationand information technology. Few departments make systematic use of diagnostic assessmentas a means of influencing future work programmes, but music, mathematics and modernforeign languages use standardised tests effectively. Most subjects appropriately linkassessments to the National Curriculum. A small number of departments involve pupils inself-assessment or share assessment criteria with the pupils. Where this occurs it helps toimprove performance.

108 The diagnostic assessment of pupils with special educational needs is not sufficientlywell developed. A basic screening test is used but there is no use made of standardised ordiagnostic tests; pupils are identified rather than assessed. However, the procedure for theannual review of special educational needs pupils is well managed and effective.

109 Marking and assessment procedures within departments are generally consistent. Workis marked conscientiously, but in a minority of cases effort is rewarded rather thanachievement. Many subjects appropriately standardise their assessments with reference to therequirements of GCSE schemes but there is less standardisation in Year 9. Most departmentskeep good collections of assessment evidence in an individual portfolio of pupils' work andtests. These are capable of providing a means of monitoring progress, but their effect onplanning and standards is not consistent. Few departments keep a continuous record ofindividual pupils that would enable them to carry out a systematic review of progress.

110 A structured and effective National Record of Achievement is used to report to parentsat the end of Key Stage 4 and continues into the Sixth Form. This is an extensive documentthat gives good information about the pupil in both curricular and extra-curricular areas. There is a well-organised formative process from Year 9 onwards that enables form tutors tomonitor their pupils over the whole curriculum. There are regular individual reviews and theresultant target setting helps to focus on areas for improvement.

111 Reports to parents generally meet the statutory requirements. The reports in the coresubjects, at the end of Key Stage 3, contain the necessary information on the results in theNational Curriculum tests, but do not explain differences between teacher and testassessments. In all years they provide a comprehensive review of a pupil's progress, but thequality of comments is variable both between and within departments. They give appropriateinformation on the attitude to learning and behaviour of pupils and a few also containwell-constructed comments that indicate targets for the future.

112 Evaluation of examination results takes place at both school and departmental levels.

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Whilst this evaluation is relatively unrefined, a review of departmental performance isconducted by the headteacher with heads of departments. This results in a set of appropriatetargets for improvement and a thorough examination of how these could be met. The schooldoes not, as yet, conduct any evaluation of value-added measures but is working towards this.

The Curriculum

Quality And Range Of The Curriculum

113 Although the school does not currently have a curriculum statement as such, there is aclear set of school aims which the school seeks to deliver through its range of curricularactivities. A curriculum statement is being developed in preparation for the reorganisation intoan 11-18 comprehensive school in 1997. The school offers a broad curriculum which coversall subjects of the National Curriculum and religious education and which is extensive in theSixth Form. There are, however, some issues of curricular balance in Key Stages 3 and 4. There is very good liaison with contributory middle schools, in which Danum School plays afull part, but nevertheless pupils enter the last year of Key Stage 3 (Year 9) with a variablerange of curricular experience. The length of the teaching week is slightly above therecommended minimum. Curriculum organisation is to some extent affected by the split sitenature of the school.

114 In Key Stage 3, although all subjects are covered, there is some lack of balance in theallocation of time. For most subjects it is sufficient, but in religious education it is only justadequate. In information technology the integrated approach does not allow for coverage ofthe full range of activities specified in the Programmes of Study, both in Key Stages 3 and 4. The current creative arts arrangements limit the time available for art and music so that fullcurriculum coverage is not possible. Progression and continuity in physical education areaffected by the fragmented nature of the timetable caused by provision for a second language. There is, however, good provision for foreign languages and classics with a large number ofpupils able to study French and either German, Spanish or Latin. Setting arrangements areintroduced in Year 9 based on recommendations from contributory schools and sometimestests. They are effective and sufficiently flexible to allow for appropriate movement. Theprogramme for personal and social education is carefully planned and is delivered by formtutors.

115 In Key Stage 4 there is an appropriate range of subjects, with a substantial core andlimited options, sometimes within faculty areas. This permits pupils to take up to nine GCSEexamination subjects at age 16. A well planned personal and social education course,delivered by a team of specialists, enhances the curriculum at this stage. It provides goodguidance to support pupils' careers as they leave Key Stage 4. The present allocation of timeto religious education is low and provision does not meet statutory requirements. Inmathematics the curriculum chosen for low ability groups may not provide an adequatefoundation for possible later GCSE entry. Physical education is again affected by othercourses in Year 11 and so provision is variable. Arrangements for science are somewhat

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unusual in that only 50% of pupils are entered for the dual award, a figure some 30% belowthe national average.

116 The Sixth Form curriculum offers a wide variety of courses both at A and AS levelsand in vocational studies. Provision is good. There are 24 A level courses and a range ofGNVQ studies. Curriculum provision is kept under constant review and for 1996 two newcourses are to be introduced and two others phased out. The Sixth Form is large for the sizeof the school and attracts a large number of students from other schools. There is an effectivegeneral studies programme and a wide range of cultural and social activities which contributeto the breadth of the curriculum. The GNVQ courses are appropriately pitched at Foundationand Intermediate levels and a large number leave Danum School to continue these courses atAdvanced level. This development of clear pathways is a major strength in the vocationalcurriculum.

117 The school is involved in a national pilot project called "Pathways to Adult andWorking Life" which incorporates the cross-curricular themes of economic and industrialunderstanding, environmental education, citizenship, careers education and health education. This is supported in a number of subject departments and personal and social education.

118 There is a good variety of extra-curricular activity throughout Key Stages 3 and 4 aswell as in the Sixth Form. Staff devote much time to this additional dimension to the school'scurriculum. Music is very strong in the school. There is significant sporting, dramatic andinformation technology activity. In addition there is a wide range of further activities andvisits in this country, Poland, countries of the European Community and the USA.

Equality Of Opportunity

119 The aims and values of the school clearly support the principles of equal opportunities. There are policies in operation relating to equal opportunities issues but as yet no fullstatement. A co-ordinator has been appointed with effect from September 1995 and a policyis now in its second draft and close to completion. All subject departments make reference totheir own equal opportunities practice in the subject statements. Materials and methods in useare mostly appropriate.

120 Practice in relation to equal opportunities is generally sound within the school. Thereis some gender imbalance in senior staff but this is historical. Admissions policy has no formof selection and there is particularly good provision for the handicapped, with wheelchairaccess and a lift. The close links with the nearby special school provide curriculum access topupils who might otherwise not have the opportunity to benefit from it. Provision for specialneeds also seeks to ensure equality for all. Setting arrangements are a regular feature ofteaching organisation and this results in gender imbalance in teaching groups. In most casesthis does not give rise to inequality of opportunity but isolated instances of thoughtlessphrasing or of unfortunate questioning techniques were noted in the course of the inspection. A number of departments have taken positive steps to identify gender issues in particular,notably foreign languages and mathematics. Music is strong in the balance between boys andgirls participating in choirs, orchestra and in lessons.

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121 Multi-cultural issues receive consideration in the curriculum but there is insufficientconcentration on the work of other faiths or cultures in religious education to support this.

Provision For Special Educational Needs

122 There are 35 pupils with statements of Special Educational Needs (SEN) andapproximately 80 pupils on the SEN register. Staffing is good for statemented pupils andthere are smaller size groups for lower ability pupils. There is a good SEN policy which meetsthe requirements of the Code of Practice. SEN provision is well managed by a Deputy Headwith overall responsibility and a SEN co-ordinator. There are also subject SEN co-ordinatorswithin departments who help to identify pupils with SEN, plan delivery and undertake liaison. This system works well. However, there is limited time available for the SEN co-ordinator toundertake the level of administration necessary. There is a good effective process in place toinform staff of pupils' needs as specified in statements.

123 Identification takes place efficiently, through the use of feeder school information,departmental SEN co-ordinators, checklists and a basic screening assessment on entry to theschool. However, there are no formal systems to assess identified pupils in a diagnosticmanner or standardised criteria for placing them at appropriate stages in the statementingprocess. Appropriate individual education plans are not in place. Work is being done todevelop these at present. There is limited evidence of differentiation beyond the settingarrangements. Annual reviews are very well managed and good information is provided byway of subject SEN co-ordinators.

124 Provision is very good for pupils with statemented special needs. They make goodprogress in the curriculum, have good access and are very well integrated into the school.Non-statemented provision is less well developed. Pupils in some non-GCSE courses aresometimes insufficiently challenged and expectations are not always as high as they might be,although there are some good examples of course content and delivery in this area.

125 The school makes a considerable commitment to special needs. The provision ofnon-teaching assistants within the school allows for good support for pupils. The funding ofspecial needs and deployment of staffing is managed and monitored by the deputy head andthe SEN co-ordinator. There are excellent links with Sandall Wood Special School. Theseinclude a very positive process of part-time pupil placements from Sandall Wood Schoolwhich responds by providing advice and expertise. Access to accommodation and resources isvery good for pupils with special needs. Consultation and involvement of parents, particularlyin relation to annual reviews and links with external agencies, such as Education WelfareOfficers, Education Psychologists and the Careers Service are good.

Management And Administration

126 The school has clear aims of providing opportunities for all pupils to achieve successand of developing values of care and tolerance for others. These aims are highly regarded byparents, governors and staff. They contribute to the raising of standards and the improvementof attitudes as pupils, many of whom come from a disadvantaged background as they pass

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through the school.

127 The governors, head and senior managers provide strong and purposeful leadership. The shadowing of key governing body committees by staff committees contributes to a closeworking relationship. There is an open style of management which allows maximuminvolvement through the consultation structures but retains the power of central decisionmaking. As a result, staff are aware of the roles they are expected to play in the running of theschool and there is a strong team spirit.

128 The school development plan is a highly effective management tool, drawn up by thepolicy committee after consultation. It builds on departmental development plans but alsodeals with strategic issues such as the reorganisation of the school as an 11-18 school. It isappropriately costed and implemented and identifies the priorities for provision of resources. Outcomes are reviewed and evaluated in detail as a prelude to the next annual planning cycle. However, the analysis of cost effectiveness is still being developed. Management of financesis generally sound although there is a deficit in the current year as a result of an unexpectedreduction in Sixth Form recruitment. Plans are in hand to address this.

129 Administrative procedures and daily routines are well established and effective,particularly in view of the difficulties created by the split site. Communication is wellorganised within the school and outside it. The head and senior staff are regarded by parentsas very accessible and approachable. Governors, staff, parents and pupils have a strongcommitment to the school.

130 Responsibilities within the school are clearly defined and structures exist to enableheads of department and faculty to carry out their roles of planning, evaluation and supportingcolleagues. However, the effectiveness of middle management in implementing theirresponsibilities is variable. Greater consistency in reviewing performance, in moderatingassessment and monitoring pupils' achievement would contribute to raising standards.

Resources And Their Management

Teaching And Non-Teaching Staff

131 The school has sufficient staff to meet current needs. Half the total of 66 full time staffhave worked in the school for 15 years or longer. Overall they work effectively within a welldefined management structure which enables staff participation at all levels. Job descriptionsare in place and each member of staff is well supported through an individual line manager. Roles and responsibilities are defined and the provision of non-teaching time reflects the levelof responsibility. The specialist staff are suitably deployed to deliver the National Curriculumrequirements and to make best use of their expertise. For a split-site school the use ofnon-specialist teaching is kept at a manageable level and every effort is made to ensure thatappropriate staff development is provided and on-going support is available. However withinreligious education and art, there is a lack of subject expertise and there are insufficientfull-time teachers of physical education.

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132 The senior management team provides stability for the school and its staff. They have avery good understanding of the characteristics of a split site school. The pupil teacher ratio at14:1 is below the average in other Doncaster schools and for metropolitan authorities. Staffdevelopment needs are clearly identified to support school development priorities. These needsare met effectively through the use of school based support, the Local Education Authority'sin-service training programme and attendance at courses with other providers. There iseffective co-ordination of funding to meet school targets, including Doncaster CurriculumProject (TVEI) and to ensure that value for money is being achieved. Staff who attend coursesare expected to inform and share relevant information with subject colleagues. Departmentsare also required to report on the outcomes of staff training as part of the annual developmentplanning review process. However, the school does not have in place a formally managedsystem for monitoring the effect of staff development.

133 Staff appraisal is well established in the school and this enables staff to identify theirown professional development needs. These needs are recorded by senior management andprovision made through the staff development budget. Good use is made of training days tosupport departmental needs and address whole school issues. There is equally good supportfor newly qualified teachers and staff new to the school.

134 Non-teaching staff also work within a well defined line management structure. Thishas brought clarity to roles and responsibilities and improved communication and efficiency. Administrative and office staff provide a good service to meet the school's needs. Non-teaching staff are effectively deployed to support pupils. Technician support is goodoverall in science and technology. However, during the week of the inspection support forinformation technology was good on the lower school site, the arrangements for the upperschool were not satisfactory. The library facility at the upper school is well managed.

Resources For Learning

135 There is a well structured system in place for managing the allocation of funding tomeet the school's needs. The finance committee includes representatives of all curriculumareas. There are clear categories for expenditure in addition to the departmental allowancewhich is formula funded. This provides a very sound, open system of financial decisionmaking. There are also effective arrangements in place to cover the annual maintenance costsand the replacement of equipment.

136 The level of provision and quality of resources in the school is satisfactory or good formost subjects. This reflects the governors' objective to maintain a good level of support forthe curriculum. However, geography and religious education in particular are not currentlywell resourced. The annual capitation allowance does not sufficiently fund art or music butthey have successfully supplemented their allowances by raising funds by other means. Therehas been appropriate support for whole school priorities which include personal and socialeducation, GNVQ and pre-vocational studies.

137 The school library, based at the upper school, provides an attractive and comfortableresource for staff and pupils. Overall there is a good stock of fiction and non-fiction booksbut limited provision for less able pupils. CD Rom facilities are well used. Additionally the

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careers information available for pupils is good and used effectively as part of the careerseducation programme. The ratio of computers to pupils is good at 1:10 and there isconsistency in the range of hardware and software used. These resources are based incomputer rooms, and therefore not always readily accessible for pupils to use, because of thesplit-site. The kiln in the art room requires a guard to meet health and safety regulations.

Accommodation

138 The school is on a split-site with departments based in both buildings. In spite of theschool's best efforts to minimise disruption by timetabling and the allocation of rooms, thejourney between sites affects pupils' punctuality at the beginning of lessons, the continuity ofpastoral care and access to technician support in information technology. There is generousaccommodation for the number of pupils on roll. The site manager manages the siteefficiently. The buildings are sound and both are fully accessible to pupils in wheelchairs. Thequadrangle at Leger Way is attractive and enhanced by seating and fencing made by the pupils.

139 Most subjects have a suite of rooms. Generally rooms are well used and in goodcondition with adequate furnishings and storage facilities. Rooms in geography have poorfacilities for audio-visual presentation. At Armthorpe Road, science laboratories are sufficientin number but poor in terms of what facilities they offer. The attractive, large grounds arewell maintained and are used by pupils and local football teams at weekends. Problems withvandalism have lessened as additional security measures have been taken. Litter remains aproblem but has been tackled and improved. Graffiti is removed immediately. A lettingsbrochure has been produced and used successfully. There is a resident caretaker on both sites.Pupils' Welfare And Guidance

140 The governing body has been fully involved in the formulation and review of welfareand guidance policies. Health and sex education and careers education are delivered byexperienced teachers, supported at times by external speakers: the police, school nurse and thecareers officers. Issues are taught in moral contexts. The form tutors' role is constrained bythe inability to have daily contact with their forms because of the split-site accommodation. Nevertheless, they are the first point of contact for pupils, with the head of year providingadditional support. Staff are aware of child protection procedures and there are clear lines ofreferral to the deputy headteacher, the person nominated to deal with issues that arise.

141 The process leading to curriculum choices in Key Stage 4 is systematic. Parents arewell informed and have opportunities to discuss pupils' choices with teachers. Theinvolvement of the careers officer early in Year 9 in the personal and social educationprogramme helps pupils to make informed choices. Pupils value this support. Co-ordinationbetween the careers teacher, careers officer, the Trident placement team and the teachers helpto ensure that pupils are prepared for life beyond school or for the transition into the SixthForm. Counselling and guidance is continued in the Sixth Form, and pupils benefit from thisexcellent support. There is a system of academic mentors for pupils in Year 11 and the SixthForm which supports pupils with study skills and revision technique.

142 There are very good links with the Educational Welfare Service who make regularweekly visits to the school. Their combined efforts and vigilance in recording and reporting on

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unauthorised absence results in careful monitoring of pupils who may be at risk. Governorshave a welfare committee which has members of the community co-opted onto it. Thisenables the committee to be particularly well informed on social and welfare issues in thecommunity which impinge on the school.

Links With Parents, Agencies And Other Institutions

143 Parents are happy with the values and attitudes of the school and are made to feelwelcome. Parents receive good quality information. Open evenings are usually wellsupported. Attendance at social events varies. The school's links with its feeder schools areexcellent. This was highlighted by the highly successful carol concert in which all the schoolsparticipated during the inspection week. There are very good links with Sandall Wood specialschool, in particular, and their pupils have regular access to lessons at Danum school. Theschool also has an effective system of public relations.

144 The wider community is closely involved with the school and very good links areestablished with the Educational Welfare Service, Police and Health Professionals. TheCareers Officer based at the school provides careers guidance to all pupils. Links with localand national industry are very strong. Through Trident, pupils in Key Stage 4 are found workexperience placements. Sixth Form pupils also take part in European work experience whichis supported locally and by British Telecom. There are school and pyramid links withindividual schools in France, the Netherlands and the USA. During the week of theinspection the school received a presentation and were highly commended for their submissionfor the Charter Mark.