inspection report the bolsover school chesterfield...

INSPECTION REPORT

THE BOLSOVER SCHOOLCHESTERFIELD

LEA area : Derbyshire

Unique Reference Number : 112963

Headteacher : Mr A K Turner

Reporting inspector : Dr A R Beaver20224

Dates of inspection : 22-26 February 1999

Under OFSTED contract number: 704555

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

© Crown Copyright 1999

This report may be reproduced in whole or in part for non-commercial educationalpurposes, provided that all extracts quoted are reproduced verbatim without adaptation andon condition that the source and date thereof are stated. Further copies of this report are

obtainable from the school.

Under the Education (Schools) Act 1992 and the Education Act 1993, the school mustprovide a copy of this report and/or its summary free of charge to certain categories of

people. A charge not exceeding the full cost of reproduction may be made for any othercopies supplied.

The Bolsover School - 3

INFORMATION ABOUT THE SCHOOL

Type of school : Comprehensive

Type of control : County

Age range of pupils : 11 to 16

Gender of pupils : Mixed

School address : Mooracre LaneBolsoverChesterfieldS44 6XA

Telephone number : 01246 822105

Fax number : 01246 240676

Appropriate authority : Governing body

Name of chair of governors : Mr F Revell

Date of previous inspection : September 1993


INFORMATION ABOUT THE INSPECTION TEAM

Team members Subject responsibilities Aspect responsibilities

Anthony Beaver, RgI Attainment and progressTeachingLeadership & managementEfficiency of the school

Daljit Singh, Lay Inspector Attitudes, behaviour andpersonal developmentAttendanceSupport, guidance andpupils’ welfarePartnership with parentsand the community

Valerie Banks Geography Assessment

Jan Boultbee Physical education

Mary Cureton English Staffing

Brian Forster Mathematics

Mark Gill History The Curriculum

Lynne Kauffman Design technologyInformation technology

Equal opportunities

Imogen Liddle Art Accommodation

Thelma McIntosh Music Learning resources

Jennifer Radford Religious education Special educational needs

Michael Sewter Science

Martyn Williams Modern languages Pupils’ spiritual, moral,social and culturaleducation

The inspection contractor was:

Chapel House Inspection Unit LtdThe Old Chapel HousePound HillAlresfordHampshireSO24 9BW

Telephone: 01962 732307

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


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


REPORT CONTENTSParagraph

MAIN FINDINGS

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

KEY ISSUES FOR ACTION

INTRODUCTION

Characteristics of the school 1-7Key indicators

PART A: ASPECTS OF THE SCHOOL

Educational standards achieved by pupils at the school

Attainment and progress 8-21Attitudes, behaviour and personal development 22-27Attendance 28-30

Quality of education provided

Teaching 31-42The curriculum and assessment 43-57Pupils' spiritual, moral, social and cultural development 58-63Support, guidance and pupils' welfare 64-71Partnership with parents and the community 72-80

The management and efficiency of the school

Leadership and management 81-89Staffing, accommodation and learning resources 90-107The efficiency of the school 108-119

PART B: CURRICULUM AREAS AND SUBJECTS

English, mathematics and science 120-143

Other subjects or courses 144-207

PART C: INSPECTION DATA

Summary of inspection evidence 208

Data and indicators


MAIN FINDINGS

What the school does well

Care of pupils and support and guidance to ensure their welfare are good.•. The school is rigorous in recording pupils’ unauthorised absence and works hard to

improve their attendance.•. Provision for pupils’ social development is very good.•. The school has very good links with business and industry and the community.•. Pupils with special educational needs receive good support.•. A good range of extra-curricular activities is provided.•. Careers guidance is very good.

Where the school has weaknesses

I. Some teaching is unsatisfactory and some teachers need training to improve their skills.II. Standards of attainment in national tests at the end of Key Stage 3 and in most GCSE

subjects are below the national average.III. No targets are set to raise standards of literacy.IV. Pupils’ use of information technology in all subjects, staff training in use of computers

and numbers of computers available are insufficient.V. The school’s accommodation on a split site limits communication in subject departments

and wastes resources. The Welbeck annex for Year 7, although used well, is poor qualityaccommodation.

The school has more strengths than weaknesses. The governors’ action plan will setout how the weaknesses identified during the inspection are to be tackled. The planwill be sent to all parents and guardians of pupils at the school.

How the school has improved since the last inspection

The school has improved since 1993. Management has the capacity to ensure its furtherimprovement. There has been some improvement in achievement of GCSE examinationresults in pupils’ achievement of five or more A* to C grades. Some pupils achieve topgrades in a good range of subjects. There has been less improvement in achievement offive or more A* to G grades. Many more pupils with special educational needs are on rolland many have statements of special educational need. Support for them is good. Theschool closed one of its annexes in 1996, but the other continues to drain scarceresources. The Welbeck annex is used constructively to assist pupils in Year 7 to settle intothe school, but it is unhelpful to continuity in pupils’ learning in individual subjects over KeyStage 3. The planning process now involves governors and staff. Targets are clear andresources indicated. However, success criteria are not precise enough for management toassess accurately whether targets have been reached. The requirements of the NationalCurriculum are now met in art, music and religious education. The quality of assemblies isgood, but there is not a daily act of collective worship for all pupils.


Standards in subjects

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

Performance in: Compared with all schools

Compared withsimilar schools*

Key

Key Stage 3 E E well above average Aabove average B

GCSE examinations E C average Cbelow average Dwell below average E

*Similar schools are those containing the same numbers of pupils entitled to free school meals.

Pupils enter the school with well below average attainment, especially in literacy.

During Key Stage 3, they make satisfactory progress overall. In mathematics and science,pupils achieve results in national tests equivalent to those in similar schools, but in English,results are well below those of similar schools.

By the end of Key Stage 4, high attainers achieve good results in GCSE examinations, withtop A* grades in many subjects. Middle and lower attainers achieve less well. GCSEsubjects in which pupils achieve good results are: mathematics, business studies, Germanand performing arts.

Quality of teaching

Overallquality

Most effective in: Least effective in:

Years 7-9 Good mathematics, design andtechnology

art, music

Years 10-11 Satisfactory mathematics, businessstudies

English satisfactoryMathematics goodScience satisfactory

Teaching was at least satisfactory in 86 per cent of lessons. In 51 per cent it was good orbetter, and it was very good in 13 per cent of all lessons observed. Teaching wasunsatisfactory in 14 per cent of lessons because the pace of learning was slow or teachersdid not sufficiently insist on pupils’ full attention and concentration. In some cases, teachersdid not adapt work well enough for pupils’ range of attainment and had expectations belowwhat pupils could achieve. In very well taught lessons, these weaknesses were absent, andteachers used a good range of methods very well. In the subjects which were mosteffectively taught, three or more out of every four lessons observed were of good quality orbetter.

Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory;unsatisfactory; poor; very poor. 'Satisfactory' means that strengths outweigh any weaknesses.

Other aspects of the school


Aspect CommentBehaviour Pupils generally behave appropriately in lessons and around the

school.Attendance A little below average. Unauthorised absence is recorded

rigorously and is high.Ethos* Pupils’ attitudes are good and most want to learn. Some pupils

are restless and lose concentration easily without effectiveteaching. Relationships throughout the school are good.

Leadership andmanagement

Leadership is principled and caring and has sensitiveunderstanding of pupils’ difficulties. It wants pupils to succeed intheir learning, but some pupils’ rate of progress should be greater.The leadership and management team have the skills andcommitment to take the school forward to further improvement.

Curriculum Subject links with primary schools are insufficient. Combinedstudies in Year 7 does not support continuity in pupils’ learningover the whole of Key Stage 3. There is no whole-schoolapproach to literacy. Provision for information technology doesnot meet requirements of the National Curriculum. Personal andsocial education and careers guidance are very good. The rangeof extra-curricular activities is good.

Pupils with specialeducational needs

Provision is good. Pupils are well supported and usually progresswell.

Spiritual, moral, social &cultural development

Provision for pupils’ spiritual and cultural development issatisfactory. Moral and, particularly, social development is good.

Staffing, resources andaccommodation

Staffing is adequate. Numbers of computers are insufficient forthe needs of pupils. The Welbeck annex is poor qualityaccommodation and restricts the curriculum. Accommodation onthe Moorfield site is adequate.

Value for money Satisfactory. Most pupils enter the school with below averageattainment. Progress is generally satisfactory at Key Stage 3.GCSE results indicate equivalent attainment in comparison withsimilar schools.

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


THE PARENTS' VIEWS OF THE SCHOOL

What most parents like about theschool

What some parents are nothappy about

VI. Parents find it easy to approach theschool with problems about their children.

VII. Parents think the school enables theirchildren to achieve a good standard ofwork.

VIII. The school has a good range of extra-curricular activities.

IX. Most parents think their children likeschool.

X. Some parents question whether the

XI. Some parents do not think homework

Inspectors agree with parents that the school is caring and easy to approach. The supportand guidance provided are good. Pupils’ behaviour is satisfactory overall. Some pupilsrequire and receive close supervision. Most behave well in class and want to learn.Homework is usually given but not always to the published timetable. It is not alwayschallenging enough to speed the rate of pupils’ progress.

KEY ISSUES FOR ACTION

In order to raise standards further, the school should:

•. Improve pupils’ attainment in national tests at the end of Key Stage 3 and in GCSEby further improving the quality of teaching where it is unsatisfactory. Monitorteaching closely and provide in-service training of staff. (This was an issue in theprevious inspection.) (See paragraphs 9, 10, 14, 31, 32, 34, 37, 38, 40, 42, 83, 95,116, 120, 121, 138, 144, 179, 186)

•. Set targets to raise pupils’ standards of literacy. Co-ordinate work across thecurriculum in reading and writing to achieve this aim. (See paragraphs 11, 14, 16,18, 21, 128, 129, 130, 131, 162, 167)

•. Improve the opportunity for pupils to develop and apply their skills in informationtechnology in all subjects by providing more computers and training all staff in theiruse. (See paragraphs 14, 18, 50, 84, 88, 95, 103, 127, 135, 136, 142, 148, 161,173, 175, 177, 178, 190)

•. Establish the school on one site as soon as possible. (See paragraphs 29, 44, 50,108, 111, 112, 113, 114, 119)

Subsidiary issues

In addition to the key issues above, the following less important weaknesses should beconsidered for inclusion in the action plan:

•. Further improve pupils’ attendance and reduce unauthorised absence. (Seeparagraphs 28, 30, 69)

•. Resolve health and safety issues on both sites. (See paragraphs 50, 67, 100)

•. Improve continuity in the curriculum for English, mathematics and science betweenKey Stage 2 and Key Stage 3. (See paragraph 49)


•. Further improve school development planning by attaching performance indicatorsto the targets which are set in order to measure progress accurately. (Seeparagraph 86)

•. Ensure that requirements for daily collective worship are met. (This was an issue inthe previous inspection.) (See paragraph 59, 89)

INTRODUCTION

Characteristics of the school

1. The Bolsover School is located in the town of Bolsover. It provides education foreleven to sixteen year old pupils who come from two primary schools in Bolsover itself andfrom seven others across an extensive surrounding rural area. Many pupils travel to schoolby bus.

2. There are 831 pupils on roll. Very few are from ethnic minorities. English is not afirst language for a tiny minority. There are more boys than girls in all years except Year 11.Numbers of pupils vary considerably between different year groups.

3. Over one in five of the pupils is identified as having special educational needs and70 of these pupils have statements of special educational need, a substantial increasesince 1993 and a proportion well above average. All of these pupils have learningdifficulties and many have behavioural difficulties.

4. The locality suffers considerable economic and social disadvantage because of theend of coal mining. There remains considerable unemployment. Many pupils and familiesmove in and out of the area during the year, some to secure seasonal employment. Thismovement disrupts learning.

5. Almost one in four of the pupils is eligible for free school meals, an increase fromthe time of the previous inspection in 1993.

6. The attainment of pupils on entry to the school spans the full range of attainment,but is below average overall.

7. The school aims to be a caring, orderly community in which tolerance, respect andgoodwill flourish. It intends that all pupils have equal opportunity to gain worthwhileknowledge, attitudes, values and beliefs. It wants to enable pupils to appreciate thateducation is a valuable, essential life-long process.


Key Indicators

Attainment at Key Stage 31

Number of registered pupils in final year of Key Stage 3 Year Boys Girls Totalfor latest reporting year: 1998 83 65 148

National Curriculum Test Results English Mathematics ScienceNumber of pupils Boys 22 39 39at NC Level 5 or Girls 36 34 28above Total 58 73 67Percentage at NC School 39(48) 49(53) 45(51)Level 5 or above National 65(56) 60(59) 56(60)Percentage at NC School 12(15) 25(29) 20(6)Level 6 or above National 35(23) 36(36) 27(29)

Teacher Assessments English Mathematics ScienceNumber of pupils Boys 33 40 28at NC Level 5 or Girls 46 35 25above Total 79 75 53Percentage at NC School 53(60) 51(57) 36(46)Level 5 or above National 62(60) 64(64) 62(61)Percentage at NC School 18(22) 27(33) 18(17)Level 6 or above National 31(28) 37(37) 31(29)

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


Attainment at Key Stage 42

Number of 15 year olds on roll in January of the latest Year Boys Girls Totalreporting year: 1998 71 70 141

GCSE Results 5 or moregrades A* to C

5 or moregrades A* to G

1 or moregrades A* to G

Number of pupils Boys 15 57 67achieving Girls 24 56 62standard specified Total 39 113 129Percentage achieving School 28(27) 80(88) 92(94)standard specified National 44(43) 90(89) 95(94)

Attendance

Percentage of half days (sessions) %missed through absence for the latest Authorised School 5.7complete reporting year : Absence National comparative data 7.9

Unauthorised School 5.1Absence National comparative data 1.1

Exclusions

Number of exclusions of pupils (of statutory school Numberage) during the previous year : Fixed period 61

Permanent 8

Quality of teaching

Percentage of teaching observed which is : %Very good or better 13Satisfactory or better 86Less than satisfactory 14

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


PART A: ASPECTS OF THE SCHOOL

EDUCATIONAL STANDARDS ACHIEVED BY PUPILS AT THE SCHOOL

Attainment and progress

*Reference is made throughout this report to similar schools. This means those schools,nationally, which have a similar proportion of pupils entitled to free school meals.

8. Attainment of pupils on entry to the school at age eleven is below average, overall.This is indicated in cognitive ability testing of all pupils on entry in verbal, non-verbal andquantitative tests. Standards in verbal tests are lowest. National tests in English,mathematics and science at the end of Key Stage 2 confirm the situation. Pupils’ range ofattainment extends across the full range of ability, but there are many more pupils with wellbelow average attainment on entry than those of high attainment. Since the previousinspection, many more pupils of low attainment have joined the school. Seventy pupils arenow on roll with statements of special educational need, all of which involve learningdifficulties, compared with twenty-six statements of special need in 1993. Currently, onepupil in every five is on the school’s register of special educational need. However, theoverall profile of pupils’ attainment on entry to the school is improving slightly, as indicatedby the performance of Years 7 and 8 in cognitive ability tests, where slightly more pupilsthan in other years are of above average attainment.

9. At the end of Key Stage 3, pupils’ attainment is below the nationally expected level,overall. Attainment in national tests at the end of the key stage in 1998 was well below thenational average over the three core subjects of English, mathematics and sciencetogether. However, the proportion of pupils attaining levels 5 and 6 in these tests inmathematics and science, although below the national average, was higher than in Englishwhere attainment was well below average. Results were similar in the previous two years.Although boys outperformed girls in mathematics and science in 1998 and girls were aheadin English, the differences were no greater than those found nationally. In comparison withsimilar schools* (please see definition of “similar schools” above), results in the 1998national tests were average in mathematics and science, but well below average in English.

10. By the end of Key Stage 4, pupils’ attainment is below the national average, overall.In 1998, the percentage of pupils attaining five or more GCSE A* to C grades was 28%against 44% achieved nationally. The percentage of those attaining five or more A* to Ggrades was 80% against 90% achieved nationally. These results were well below thenational average. Since the previous inspection, however, results have improved.Attainment of five GCSE A* to G grades has usually been close to the national figure and,occasionally, ahead of it. The proportion of pupils achieving five GCSE A* to C grades hasincreased since the inspection in 1993, with the school achieving its highest ever results in1998. Some top, A*, grades were achieved in most subjects. Higher attainers entered forGCSE mathematics at the end of Year 10, a year early, all obtained grade C or above.Since 1993, the average total GCSE points score achieved per pupil shows a rising trend,but a little below that achieved nationally. The number of low attainers on roll has increasedconsiderably since 1993. In comparison with results in similar schools in 1998, theproportion of pupils attaining five or more GCSE grades A* to C was average. Theproportions achieving five or more GCSE grades A* to G and one or more grades A* to Gwere below those of similar schools. The overall GCSE points score per pupil matched theaverage score in similar schools.

11. In English, pupils enter the school with well below average levels of literacy. They


remain well below average by the age of fourteen. Their achievements in national tests atthe end of Key Stage 3 have declined, and in 1997 and 1998, attainment was well belowthat of similar schools. The percentage achieving GCSE grades A* to G was in line with thenational average. However, the proportion of pupils achieving grades A* to C was wellbelow average and has declined over the last three years. Pupils listen carefully to theirteachers when the work interests them, but many do not freely and successfully enter intodiscussion. Most are not confident speakers in class. Reading skills of most pupils arebelow average. They read simple fiction at Key Stage 3, but little beyond set texts forexaminations at Key Stage 4. Writing often lacks a sense of audience at Key Stage 3.Essays of literary criticism for GCSE at Key Stage 4 often lack analysis in depth. Majorerrors of spelling, punctuation and grammar persist at both key stages. Standards ofliteracy in all subjects are below average throughout the school.

12. Pupils enter the school with below average skills in numeracy. In 1998, attainment inmathematics was below that achieved nationally at the end of Key Stage 3, but in line withthe national average at Key Stage 4. In 1998, the proportion of pupils attaining level 5 andabove in national tests at the end of Key Stage 3 was below national results, but in line withthe average of similar schools. GCSE results were at the national average in the proportionof pupils attaining the A* to C and A* to G grades, and results have improved year on yearsince 1996. Higher attainers, who took the GCSE examination at the end of Year 10 in1998, all achieved grade C or above. Pupils manage mathematical investigations well andshow understanding in responding to questions. Data collection is well managed andgeometry secure. Higher attainers manage algebra well. A weakness is pupils’ presentationof work which is of variable quality.

13. In science, pupils’ attainment at the end of Key Stage 3 in national tests was belowthe national average at level 5 and above. However, results were in line with the average ofthose of similar schools. At the end of Key Stage 4, the proportion of pupils attaining GCSEA* to C grades is well below average, but there has been some improvement since 1996.At Key Stage 3, pupils do not develop problem-solving, practical skills enough, but do somore successfully at Key Stage 4. They develop biological knowledge successfully, as, forexample in work in Year 9 on the human body. Practical and theoretical work in chemistryon rates of reaction is well managed, but pupils’ knowledge of physical science at KeyStage 3, on balanced forces and satellites, is based too much on what is copied from atextbook.

14. In art, pupils’ attainment is below national expectations at Key Stage 3, and belowaverage at Key Stage 4. At Key Stage 4, textiles and art and design are the moresuccessful courses, with art-graphics less so. Prolonged absence of regular teaching andlack of access to computers have limited pupils’ attainment. In design and technology atKey Stage 3, attainment is in line with national expectations. At Key Stage 4 in 1998,GCSE food technology was ahead of GCSE design and technology-graphics, and wellahead of GCSE resistant materials in attainment of A* to C grades. Pupils have goodplanning skills, and develop designing ideas very successfully. In geography, attainment isbelow national expectations at Key Stage 3, but broadly in line with national results at KeyStage 4, for example in the attainment of GCSE A* to C and A* to G grades. Pupils developgeographical skills effectively, understand aspects of environmental management andmake good use of fieldwork to develop understanding of the subject. Pupils’ standards ofliteracy required by the subject are below average. Attainment in history is belowexpectations at Key Stage 3. At Key Stage 4, although attainment is below average incurrent lessons, GCSE results for an above average cohort in 1998, at both the A* to C andthe A* to G grades, were in line with national results. Here too, pupils’ low standards ofliteracy adversely affect standards. Attainment in GCSE business studies was above the


national average in 1997 and 1998. Attainment in GCSE child development was belowaverage. Pupils’ attainment in information technology does not meet national expectationsat Key Stage 3 for measuring and controlling movement with computers, but pupils’ skills ofdata handling and communication skills with computers are good. At Key Stage 4,attainment in GCSE information systems was well below average in 1997. There was nosubject option available in 1998. The organisation and management of the course havechanged. Standards are now at the national average because of improved assessment,marking, resources and planning. Standards achieved by pupils in use of informationtechnology across all subjects are very low because of a lack of computers and limitedexperience of all teachers in their use.

15. In modern foreign languages, attainment is below expectations at Key Stage 3 andbelow average at Key Stage 4, except for higher attaining German classes at Key Stage 4.Listening is the most developed skill and speaking the least, partly because pupils do notuse the foreign language for routine matters and explanations. In music, attainment isbelow national expectations at Key Stage 3 and below average at Key Stage 4. Pupils singenthusiastically, but their performing and composing skills are limited. In physical education,attainment is at the nationally expected level for all pupils at both key stages. However,attainment for those pupils taking GCSE physical education in 1998 was well belowaverage. Pupils understand the principles of fitness well and have above averageattainment in dance. In performing and expressive arts at Key Stages 3 and 4, pupils’attainment is at the expected level. It was well above this in attainment of GCSE grades A*to C in 1998. In religious education, standards are at the expected level at Key Stage 3 andaverage at Key Stage 4, although standards of literacy for many pupils are below average.In 1998, candidates for the GCSE short course in religious education attained aboveaverage percentages of both the A* to C and the A* to G grades. Pupils achieved wellbelow this standard in the full GCSE course.

16. Overall, pupils make satisfactory progress at both key stages. Since the previousinspection, the average points score per pupil in GCSE examinations has increased, but ata lower rate than the national increase. This is partly because the school now provides formany more low attaining pupils. However, below average attendance of some pupils,particularly those at Key Stage 4, in spite of the considerable efforts of the school toimprove attendance, limits their progress. No targets are set across the school to improvestandards of literacy although this is a weakness for most pupils and limits their progress.

17. In English, progress at Key Stage 3 is unsatisfactory. The curriculum is notorganised effectively enough to ensure that pupils make progress at a satisfactory rate yearon year. Although progress is generally satisfactory at Key Stage 4, some higher attainersdo not make the progress they should, because some teaching expects too little of themand does not extend their learning enough. In mathematics, pupils’ progress is good at bothkey stages. Much care is taken in grouping pupils by their ability in the subject from Year 7onwards. This contributes to good progress at Key Stage 3 where, from below averageattainment on entry to the school, pupils achieve national test results equal to the averageof similar schools. They progress well at Key Stage 4, where higher attainers aresuccessful in GCSE examinations at the end of Year 10, and results for Year 11 are at thenational average. Progress over time is satisfactory in science at both key stages. Inlessons, the rate of progress varies according to the quality of teaching. For example, inYear 7 work on making and testing indicators, progress was good. However, progress wasslow at both key stages in lessons on, for example, satellites, the fire triangle and forces,because teaching did not challenge pupils enough to make the progress they could.

18. Progress is unsatisfactory in art at both key stages. Pupils’ progress has slowed in


the current year because of staffing changes, and pupils have failed to gain the necessaryknowledge and skills. In design and technology, pupils make good progress at both keystages. They benefit from a good pace of learning in lessons, their progress is closelymonitored and individual support is provided, as necessary. Pupils’ progress in the KeyStage 4 business studies and child development courses is good. In geography, progressis satisfactory at Key Stage 3 and good at Key Stage 4. Weak writing skills limit progress.Pupils’ rate of progress increases from Year 8, when more enquiry-work is introduced, andmore rapid progress at Key Stage 4 enables them to achieve GCSE results which arebroadly at the national average. In history, progress is good in both stages. Weaknesses inskills of literacy prevent progress from being even better. Pupils use evidence withincreasing skill and confidence and analyse reasons for events successfully. Progress inlessons specifically for information technology at both key stages is good. Pupils workprogressively through modules involving communication and data handling at Key Stage 3.A well organised curriculum and support out of lessons ensure that pupils make goodprogress. However, progress in information technology across other subjects isunsatisfactory because computers are rarely used and teachers, generally, lack trainingand experience in teaching their subjects with the support of computers.

19. In modern foreign languages, pupils progress at a satisfactory rate at both keystages. Grouping pupils by ability in French or German supports their progress well. Higherattainers progress rapidly with the second foreign language, particularly in German. Inmusic, progress at Key Stage 3 is unsatisfactory in composing and performing, butprogress at Key Stage 4 is satisfactory. Progress in physical education is good. Pupilsrapidly gain knowledge of fitness and respond well to good teaching in dance, games andgymnastics. Progress in performing and expressive arts is good, overall. In religiouseducation, pupils make good progress at both key stages. They gain knowledge andimprove their reading and writing skills effectively. Their active involvement in lessonssupports their progress well.

20. Most pupils with special educational needs make good progress towards the targetsset in their individual education plans. Many have moderate learning difficulties. They makegood progress in small, withdrawal groups, where teaching is well matched to their needs.Their progress in mathematics and physical education is particularly good. Progress is bestin lessons where they receive well managed adult support. These pupils attain thestandards expected by their teachers at the ends of the key stages and, sometimes, higherstandards. In 1998, all pupils with special educational needs achieved qualifications inGCSE examinations, or certificates of achievement, in English, mathematics and a range ofother subjects.

21. Since the previous inspection, there has been some improvement in examinationresults, particularly in the attainment of GCSE A* to C grades, and GCSE points achievedper pupil are at the average of similar schools. In mathematics and science, end of KeyStage 3 national test results are at the average levels achieved in similar schools, but arewell below this standard in English. Pupils’ skills of literacy are well below average on entryand progress in reading and writing across the curriculum is slow. Pupils’ numerical skillsare below average on entry, but they make good progress, particularly in mathematicslessons.

Attitudes, behaviour and personal development

22. Pupils’ attitudes to learning are good. Most pupils at both key stages, includingthose with special needs, have a responsible attitude to learning and concentrate on theirwork throughout lessons. However, some pupils arrive at some lessons in restless mood,


and have difficulty throughout the ensuing lesson in concentrating on their work withoutconstant reminders from teachers of the importance of the task in hand. The climate forlearning in these lessons deteriorates, and weakens some pupils’ confidence andmotivation to learn. Most pupils are interested and enthusiastic about learning and this isevident in many lessons, in design and technology and information technology, particularly.Pupils readily accept the opportunities offered for independent learning, particularly inmathematics, drama, design and technology and information technology. They showinitiative and responsibility in learning when given the opportunity. Some pupils, particularlysome with special educational needs, have difficulty in selecting and using relevantresources but they persevere when tasks are difficult. For example, low attainers in a Year11 French lesson were observed making serious attempts to pronounce French words anddevelop their reading and skills in using written language.

23. Behaviour of pupils in class and around the school is usually satisfactory, andsometimes good. Most pupils observe the school’s code of conduct and move around theschool in an orderly manner. Many approach teachers and visitors with respect, and arepolite, courteous, warm and friendly. They often show a strong desire to speak positivelyabout themselves and their school. However, at both key stages and on both sites, there isa small but significant minority of pupils who persistently display boisterous and sometimesanti-social and inappropriate behaviour, which adversely affects the learning of others. Thenumbers of pupils excluded from school are high. However, due partly to the operation ofthe behaviour-support unit and the efforts of management and staff, the numbers aredeclining.

24. Relationships are good. They are usually constructive and purposeful betweenpupils, and between pupils and teachers and other staff. Pupils enjoy working and learningin pairs and groups. Friendships between pupils are often in gender and age groups, butsome friendships cross gender and age boundaries. Pupils of different ages often mixsocially, as in the dining area. These friendships provide a beneficial foundation for learningand for pupils’ moral and social development.

25. Pupils’ personal development is good. They exercise responsibility as prefects andas school librarians. They assist teachers and other staff with chores around classroomsand in other parts of the school. They serve the school and local community, for example insome work experience placements. Opportunities to enhance learning and personaldevelopment are taken seriously by pupils, who become responsible and caring membersof the school and wider community.

26. Most pupils with special educational needs have positive attitudes to their work.They make substantial gains in self-confidence and social skills as they move through theschool. They willingly accept and benefit from the high quality of support in personaldevelopment provided by the educational care officers.

27. Since the previous inspection, the number of exclusions, although still aboveaverage, has declined. Pupils continue to behave well in lessons, but some classes arerestless and good management by teachers is required to ensure progress is satisfactory.Relationships remain good. There is still little evidence of graffiti or vandalism.

Attendance

28. Attendance is slightly below average. The level of unauthorised absence remainshigh and well above average. The school is rigorous in recording absence as unauthorisedif explanations offered by parents do not justify pupils being absent. Some Year 11 pupils


attend least well.

29. A small but significant minority of parents continue to condone the absence ofsome pupils and consistently fail to recognise the importance of regular attendance inenabling pupils to learn. Although most pupils are punctual to school and to lessons, somepupils are persistently late for lessons and registration and this disrupts learning. A smallnumber of staff who have to commute between sites is unavoidably late and this sets apoor example for pupils.

30. Since the previous inspection, pupils’ rate of attendance has improved considerablyand is now near to, though still below, the national average. Unauthorised absence is toohigh. Some pupils still do not get to registrations on time, and some commuting staff areoccasionally late.

QUALITY OF EDUCATION PROVIDED

Teaching

31. The quality of teaching is predominantly good at Key Stage 3 and satisfactory atKey Stage 4. Teaching is at least satisfactory in 86% of lessons observed. In 14%,teaching is unsatisfactory. There is some unsatisfactory teaching at both key stages and allyears, but no teaching was graded as of poor quality. In 38% of lessons, teaching is good,and it is very good in a further 13%. There is more good teaching and a little lessunsatisfactory teaching at Key Stage 3 than at Key Stage 4. Over the years of Key Stage 3,there is more good or better teaching in Years 7 and 8 than in Year 9. At Key Stage 4, thequality of teaching is considerably better in Year 10 than in Year 11, where attendance alsodeclines.

32. There is good teaching in all subjects and very good teaching in most. Mathematicsand design and technology are particularly well taught. Teaching in three lessons in everyfour is of good or very good quality in these subjects, and there is no unsatisfactoryteaching. The teaching of information technology as a discrete subject is good, but theteaching of information technology through other subjects is minimal. Many lessonsobserved in art and music at Key Stage 3 are unsatisfactory. In the 14% of lessons gradedunsatisfactory over all subjects at both key stages, the pace of work was sometimes tooslow, adversely affecting the rate of pupils’ progress. In some cases, teachers did not insiston getting pupils’ full attention and concentration, or work was not adapted enough for therange of pupils’ attainments. The expectations of some teachers about what pupils couldachieve were, sometimes, too low.

33. Teachers, generally, have appropriate knowledge of the subjects they teach. Someteachers are not specialists in the subjects they teach, but their teaching is generally atleast satisfactory, and much of it is good. Most teachers have good expertise in Key Stage4 examination courses. For example, in design and technology in Year 11, a teacher usedgood understanding of GCSE course requirements to support pupils well with their casestudies. Very good expertise in soccer was shown by a teacher of physical education to aYear 11 class, by demonstration of skills enabling pupils to use the inside and outside ofthe foot, top of the head and forehead in the game. In a Year 8 gymnastics lesson, theteacher extended the performance skills of higher attaining pupils by secure, safe handling.Teachers of German use the language confidently and extensively with very little recourseto English. French is often used effectively, but with less confidence and English is used,unnecessarily, for explanations and praise in some lessons.


34. Teachers’ expectations of the standards of work pupils can produce are not alwayshigh enough. Work is not fully adapted, for some classes, to the wide range of pupils’attainment. For example, in a Year 10 lesson in English involving media coursework onnuclear war, a single task for all in a class of wide attainments failed to extend sufficientlythe higher attainers present. Similarly, an English lesson for a Year 8 class on writing a playwas not adapted well enough for the range of pupils’ attainments. Some lessons are verychallenging for pupils. For example, in a Year 11 science lesson, pupils were expected tomake prepared presentations to the rest of the class, arising from their research in groups.The class was then expected to question the presenters on their scientific findings. Theteacher challenged groups and the whole class to justify their conclusions with furtherquestions; two less committed boys were detained at the end of the lesson and required todo further work on the topics presented. A Year 8 lesson of reading support for a pupil withspecial educational needs challenged the pupil to explain the meaning of wordsencountered, like “swank”, for himself, and helped him to overcome difficulties in conveyingmeaning through proper use of language.

35. Planning of lessons is satisfactory and some is good. The particular needs of girls,boys, ethnic minorities and pupils with special educational needs, including those withphysical impairment, are properly addressed. A Year 8 gymnastics lesson was very wellplanned, giving pupils opportunity for a good sequence of different activities, including theirown planning of activities, performance and evaluation of that performance. A businessstudies lesson for Year 11 on industrial relations was very well planned; pupils of all levelsof attainment, including those with special educational needs with learning and behaviouraldifficulties, were helped to work through a sequence of demanding activities effectively, sothat all were able to extend their learning successfully. However, in English, the scheme ofwork is insufficiently helpful to teachers in their planning of lessons and programmes ofwork.

36. Teachers generally use an appropriate range of methods. In mathematics, forexample, teachers explain effectively and give clear expositions, as in a very good lessonon negative numbers with Year 8. In a Year 11 mathematics lesson on symmetry,questioning was used well to challenge the whole class and enabled them to consolidateprior learning. The teacher of a mathematics lesson for Year 8 pupils with specialeducational needs used examples of practical objects very successfully to help andstimulate the pupils’ own investigations. Well judged support and guidance for individuals intheir learning are used to good effect in many subjects.

37. Teachers usually manage their classes well. Discipline is good, and goodrelationships and good humour are apparent between most pupils and teachers. Very goodrapport is apparent in Year 10 dance and drama, for example, where the class respondimaginatively and enthusiastically to teaching which challenges them to think forthemselves in a range of activities. Successful teaching of face-drawing to a Year 10 classbonded pupils and teacher to work well together. However, some teachers do not requirethe full attention of their classes at either key stage before activities are undertaken, withthe result that pupils never concentrate fully on the work presented and progress is slow.Some pupils are restless on arrival at lessons and most, but not all, teachers make pupilsstick to the essential rules which are needed in the classroom if successful learning is totake place. For example, a teacher reading poetry aloud to a Year 11 class, many of whomdid not listen because they were involved in private conversations and lacked concentrationon the language, failed to convey ideas and meaning or to spark the imagination of GCSEpupils.


38. Many lessons are conducted at a good pace at both key stages. Teachers use thetime available in lessons well. For example, in a Year 7 lesson on making indicators inscience, the lesson began briskly and continued at a good pace with pupils enthusiastic tomanage the task set. The pace of many lessons in mathematics is good because of thevariety and sequence of activities involved. However, the pace of some lessons acrossseveral subjects slows when teachers talk for too long, and pupils are not provided withenough opportunity to practise the skills which they need to learn so as to make progress.Some resources are scarce and are little used in most lessons. Computers are insufficientlyused except in lessons specifically for information technology or business studies. Thelibrary and careers library are good resources and used well by subject teachers toencourage pupils’ independent learning, as, for example, in design and technology.

39. Teachers usually mark and assess pupils’ work regularly. In design and technology,music and physical education, particularly, good advice to pupils on how to improve theirwork is provided. However, this is not the practice in all subjects. Praise is sometimesgiven, but advice on improvement is often lacking, particularly at Key Stage 3. In Year 11child development, the teacher guided pupils’ work effectively with regular reviews, settingthe standard for which pupils should aim. There is very good practice in pupils’ self-evaluation of their work in physical education, but this practice does not extend to othersubjects.

40. Homework is normally set according to pupils’ homework timetables. It usuallyextends work done in class. However, some homework is not sufficiently challenging tosupport pupils’ progress. The practice of some teachers, particularly at Key Stage 4, of notsetting homework to the published timetable makes it harder for conscientious pupils tomanage tasks well.

41. The teaching of pupils with special educational needs in mainstream classes isusually satisfactory and often good. Pupils’ needs are met through setting arrangements,individual support in the classroom and by small-group withdrawal for particular help inliteracy and numeracy. Teachers are usually well aware of the targets set in pupils' individual education plans, to which they add their own subject-targets. Most teachers takeinto account the needs of the pupils in the way they teach and in the tasks they set, andthey have a good working relationship with support staff. However, there are a number oflessons in which pupils' progress is less than satisfactory. This is sometimes becauseexpectations of pupils’ work and behaviour are not high enough. It is also because someteachers do not give enough attention to matching work to individual requirements, andthey do not have an effective partnership with support staff. These last two concerns wereraised in the previous inspection. The school responded positively by providing in-servicetraining. Teachers are now better informed about the different needs of their pupils and, insome departments, the teaching of pupils with special needs is good.

42. Since the previous inspection, the quality of teaching has improved. There are fewerlessons judged unsatisfactory at both key stages and more judged to be good. However,14% of lessons, overall, are unsatisfactory. Weaknesses persist in some lessons, with worknot fully adapted to the range of pupils’ attainments, slow pace and little challenge. Theseweaknesses reduce the rate of pupils’ progress and level of attainment. Teaching inmathematics is particularly effective and considerably better than that in English. Designand technology and business studies are also particularly well taught. Lessons specificallyfor information technology, physical education, dance and drama are well taught, with manygood lessons and none unsatisfactory.


The curriculum and assessment

43. The school has a clear curriculum statement linked to the aims of the school. Pupilsreceive equal access to the curriculum.

44. The curriculum is broad and largely balanced in its range of subjects at both keystages. Key Stage 3 provision includes the subjects of the National Curriculum which arewell extended by religious education, personal and social education and dance and drama,in all three years. In Year 7, English, mathematics, history and geography are taught as acombined studies course, mostly by the form tutor. This arrangement was a concern of theprevious inspection and it has been monitored closely by senior management with thesupport of a team of local authority inspectors. The provision for these four subjects,particularly for the teaching of mathematics to a suitable standard for delivery of theNational Curriculum, is now generally satisfactory. However, continuity over all years of KeyStage 3 is restricted by tenuous departmental co-ordination resulting from confining all Year7 work to the few teachers who are mainly based in the Welbeck annex. Nevertheless,these staff provide pastoral support to meet the needs of Year 7. Accommodation forindoor physical education on the Welbeck site is unsafe and cannot be used. Thereforepupils cannot follow a well balanced course in physical education to include all therequirements of the National Curriculum. Year 7 gymnastics, for example, can only bestudied from Year 8 in the gymnasium on the Moorfield site. This is unhelpful to continuityin learning and to pupils’ attainment and progress. A second foreign language, eitherFrench or German, is introduced in Year 8 for approximately sixty higher attaining pupils.However, pupils learning two languages have only half as much lesson time for eachlanguage as those following a single language course. As a result the time for each subjectfor double linguists is too short for progress to be good because pupils have too littlepractice in speaking and using the foreign language. In Year 9, some lower attaining pupilshave their foreign language time reduced to one hour and take an additional life-skillscourse. Information technology is taught as a discrete subject at Key Stage 3, but fails tomeet statutory requirements, as controlling, measuring and modelling are omitted from these courses. A range of methods for grouping pupils is employed in different subjectsacross the three years of Key Stages 3 and 4 in order to achieve the best arrangements forlearning for pupils of all abilities. For example, grouping pupils by ability in mathematicsfrom Year 7 onwards supports their progress well. All pupils with special educational needsreceive equal access to the curriculum, which is well adapted to their needs.

45. At Key Stage 4, all pupils follow an appropriate range of National Curriculumsubjects. In addition to compulsory courses in personal and social education, careerseducation and religious education, pupils have two option choices. They choose either thefull or the short course in religious education as an additional GCSE subject. There is agood range of optional subjects including popular GCSE courses in business studies andperforming arts. All pupils take a full technology course from a choice of four options, butthere are no vocational courses other than GCSEs.

46. The curriculum meets the requirements of the code of practice for specialeducational needs and is accessible to all pupils on the register. Lesson materials andteaching approaches which take account of different needs are used successfully in thelearning support department, and in subject areas such as technology, and they are beingdeveloped in most other departments. Pupils’ access to the National Curriculum is notcompromised by their withdrawal for additional support in literacy and numeracy.Certificates of achievement provide suitable qualifications for lower attainers at age sixteen.


47. Provision for personal and social education and for careers is very good. Coursesare broad, balanced and very well organised. Co-ordination across the team teaching thecourses is excellent, and teachers receive comprehensive guidance on how best to teachthe topics stipulated. Provision for sex education and drugs prevention is of a high qualityand effectively integrated into the wider programme. Learning is supported by a good rangeof appropriate resources. A two-week work experience placement for all pupils operates atKey Stage 4 and all but two of the current Year 11 took up this opportunity. The co-ordination of this programme is very good and pupils have clearly gained worthwhileexperience. In a well taught Year 11 careers lesson on different types of jobs, the skills theyrequire, and how best to complete application forms, pupils demonstrated very goodunderstanding of the issues, often drawing on personal experiences from work placements.

48. Extra-curricular provision is very good. Most subject areas make some contribution,including pastoral and guidance teams. Opportunities in dance and drama are particularlygood, with a large number of pupils involved. Good contributions are also made in physicaleducation, art and music. Pupils enjoy a wide range of lunchtime and after-school clubs. They compete against other schools in sports and games, and perform in a wide range ofproductions, in some cases with community participation. They visit exhibitions and takepart in overseas visits.

49. There are good links with partner primary schools on pastoral and guidance issues.Curricular links in the core subjects of English, mathematics and science are insufficient toensure a smooth continuity in learning over the key stages. Information on pupils’attainment on entry to the school is made available to subject teachers, but little informationon the details of the subject-curriculum which pupils have followed is sought or received.The options programme in Year 9 provides adequate information on subjects at Key Stage4 and effective guidance for pupils. Careers guidance arrangements are effective inpreparing pupils for post-16 choices. However, numbers of pupils continuing with educationare below the national average. The school is currently engaged in planning some post-16courses on site with neighbouring institutions to improve the take-up rate for furthereducation at age sixteen.

50. There has been good progress in tackling the curricular weaknesses identified atthe last inspection. The school’s working week has been extended to twenty-five hours atboth key stages, and is now above the recommended time at Key Stage 3. The creativeand aesthetic arts are now well provided for at Key Stage 3 and are very popular. Time forGCSE double science is now satisfactory. Work experience is now very well planned andco-ordinated. Equal opportunities policies are now in place. However, insufficient continuityin pupils’ learning in individual subjects as they progress from Year 6 to Year 7, togetherwith the upheaval of moving to new sites, both at the start of Year 7 and Year 8, do notsupport progress well. Very little improvement has been made with the development ofinformation technology within teaching and learning in all subjects. This continues to be a significant weakness.

51. The school has established a good basis for assessing pupils’ attainment. It has apolicy statement with well focused aims intended to help teachers to identify under-achievement so as to meet pupils’ needs and support their progress. Departments havetheir own policies, in accordance with the school policy, and most have sound proceduresfor assessing attainment and progress regularly. However, this is not so in English.

52. Legal requirements for recording National Curriculum assessments at the end ofeach key stage are met. In art, music and history there are inconsistencies betweennational levels and grades awarded, at the end of Key Stage 3. Statutory requirements for


the assessment of pupils identified with special educational needs are fully met.Assessment within the learning support department is good and is used effectively toguide curriculum planning. There are well established systems for identifying pupils givingconcern, and individual education plans with clear short and long term targets are in placefor those who need them. Annual reviews of statements and transitional plans for pupilswith statements are carried out efficiently.

53. Marking is inconsistent. In some subjects, for example design and technology,music and physical education, teachers give pupils good guidance on how to improve. Inother subjects, they are not as helpful. No member of the senior management team has theresponsibility for monitoring and ensuring consistency.

54. Information about pupils’ progress is systematically gathered and recorded in allsubjects. It is put onto a database which brings together academic and pastoralinformation. It is not readily accessible, however, and as a result, it is not easy for staff totrack individual performance and identify under-achievement. A full, composite databasefor use by the management teams in planning is not yet in place.

55. By using the information it has begun to collect, the school aims to improve itsGCSE results. Data, particularly from cognitive ability tests, are used to help predictindividual grades at GCSE and to set benchmarks for potential achievements of yeargroups, so that planned response through support and curriculum can occur. A mentoringscheme has been set up in Year 11 to help towards improving the work of some candidates. At Key Stage 4, information is used as a basis for departmental planning, andfor identifying able pupils for early entry in GCSE mathematics and music. At Key Stage 3, information is mainly used to group pupils on entry to the school, and by the mathematicsdepartment for accurately placing pupils into sets in Year 7.

56. There is inconsistent practice across departments in setting targets and planning forthe future. Self-assessment, to help pupils identify their strengths and weaknesses, andindividual target setting are not well developed, generally. However, they are used veryeffectively in design and technology, physical education and music. The design andtechnology department uses its own test, based on primary school experiences, to identifyunder-achievement, to target improvement and to provide regular assessments of progress throughout the school.

57. Since the last inspection, more effective assessment procedures have beenimplemented. The use of data for monitoring and target-setting for individuals and yeargroups has developed significantly. Marking practices are still inconsistent though. Theresponsibility for ensuring systematic monitoring for assessing attainment and progressremains unclear. Records of achievement are in place in Year 11, although not in otheryears. The school has developed a unified system to record information, but it is not yeteasily accessible to teachers. Legal requirements for assessing, recording and reporting National Curriculum requirements have been fully met, with the exception of informationtechnology. Arrangements for assessing pupils with special educational needs continue tobe effective.

Pupils' spiritual, moral, social and cultural development

58. The school justly describes itself as a caring community and makes good provisionfor the development of the whole person. There is an effective programme of personal andsocial education for all years, but all subjects, to a greater or lesser extent, make positivecontributions to this area.


59. Provision for pupils’ spiritual development is satisfactory. Spiritual development isnot a stated aim of the school, but pupils are encouraged and show a capacity to reflect onthe experiences of life. Work in religious education, where all pupils take a GCSE course,particularly encourages consideration of spiritual matters, but in other subjects such asEnglish, and dance, thought and reflection are also fostered. A thoughtful programme ofbroadly Christian assemblies, sometimes taken by visiting clergy or other outside speakers,makes a very positive impact and provides a sense of involvement of all in the schoolcommunity. As an example, the inspection week began with a moving celebration ofthanks, largely presented by Year 11 pupils, for the lives of two classmates tragically killedlast year. However, all pupils are not provided with a daily act of collective worship. Pupilsare able to discuss their own and other people’s beliefs, comparing, for example,sacraments and wedding celebrations, and understand how these rites contribute toindividual and group identity.

60. Moral provision is good. The school builds a framework of values which regulatespersonal behaviour through moral principles, rather than simply punishment or reward. Thebehaviour policy sets out the school’s expectations. Its code of behaviour is displayedthroughout the school. Rules set out clearly what is expected of pupils and makes clearhow they should behave. A system of sanctions, such as detention or referral to thebehaviour support unit, comes into force in the event of misdemeanours. The school’spolicy genuinely fosters honesty, fairness and respect for truth and justice and is apparentin all the school does.

61. Pupils receive very good opportunities for social responsibility. The school council,the bullying help-line, and responsibilities as prefects for younger members of the schoolenable pupils to exercise social responsibility with maturity. In some subjects, discussioncontributes well to pupils’ social development, for example in English, aspects of designand technology and geography. Pupils grow in confidence and have respect for otherpoints of view. They treat each other and their equipment and surroundings with respect,for example in carefully handling musical instruments. Staff are good role-models for pupils. Guidance staff organise regular social activities uniting year groups for skating andswimming at the Doncaster Dome or bowling at the Mansfield Superbowl. Activities furtherafield involve trips to Anglesey and skiing abroad. Relationships are characterised bymutual respect and tolerance. Many pupils are provided with the opportunity to take part ina wide range of community activities, such as parties for elderly citizens held at Easter andChristmas at Welbeck, coaching sessions with Bolsover rugby, cricket and tennis clubs,involvement with the Bolsover Drama Club, St John’s Ambulance Brigade, army cadets andthe Bolsover School Association Summer Gala. These all contribute to a deepening senseof being part of both the school and the community as a whole. There is opportunity toreceive from others, and also, to give something back.

62. Provision for pupils’ cultural development is satisfactory. Pupils recognise a diversityof attitudes, cultural traditions and beliefs. They learn to appreciate these through religiouseducation and literature. In music, they hear Chinese compositions and Indian raga. Inrecent studies in textiles and food they considered different lifestyles and they have studiedKenya and Japan in geography. Pupils visit the Derby multi-cultural centre, and recently, agroup of pupils and teachers spent time with Italian visitors at the Lea Green Centre as partof a European education project. They continue to benefit from these contacts throughfollow-up work. Pupils are brought to appreciate their own cultural heritage through visits totheatres, especially the Derby Playhouse, visits to museums and to Bolsover Castle tattoosand festivals. The art department contributes much to pupils’ cultural development. Pupils visit art galleries, including the National Gallery, and appreciate their own and others’ art


which is well displayed and enjoyed throughout the school.

63. Since the last inspection, there continue to be many opportunities for pupils’development, particularly in social and moral areas.

Support, guidance and pupils' welfare

64. Pastoral provision is good. Staff are caring, sensitive, supportive and attentive. Theylisten and respond constructively to the concerns of pupils and offer quality advice,information and guidance. Staff at all levels, particularly guidance co-ordinators, contributeeffectively to pupils’ well-being. They work diligently with pupils to record, monitor and raisestandards of behaviour, discipline and attendance. They ensure that the school communityworks and learns in as warm and friendly an environment as possible. Parents rightlybelieve that existing pastoral provision in the school is of a good standard.

65. A behaviour support unit provides a quiet location in which pupils who are unable tomanage their behaviour satisfactorily in their usual class are supervised in the unit. Theoperation of the unit is helping to reduce the number of exclusions and ensures that pupilswork under close supervision. Pupils’ academic and personal achievements are celebrated. They are encouraged and supported to assist with the bullying telephone helpline onWednesdays, and the peer counselling project. Both activities give very useful andpurposeful support for pupils and the community, providing advice, support and guidance.Staff challenge all negative behaviour and there are no visible signs of bullying, althoughsome parents and pupils express concerns about bullying incidents. All reported incidentsare investigated, usually to the satisfaction of pupils and parents, and supported by ableassistance from volunteers working on the school’s bullying helpline and peer counsellingproject.

66. The personal and social education course enables pupils to develop personal andsocial skills. These increase their confidence and self-esteem. The programme gives pupils knowledge and understanding of drug-abuse and personal relationships, and providesthem with information and skills to deal with these issues, both inside and outside of school.Very good quality careers guidance is available. The co-ordinator is accessible to pupilsand careers lessons are helpful in enabling pupils to develop social skills and makeinformed choices about post-16 education, training and employment.

67. Arrangements for child protection are in place. They are implemented satisfactorilyby a caring and sensitive designated member of staff, who is supported by all staff andexternal agencies. Appropriate health and safety procedures are in place. Lessons providea safe and secure learning environment. However, the headteacher and governors areaware of concerns with regard to both sites. Shortages of funding for learning resourceslimit the safety-wear available in design and technology.

68. Pupils with special educational needs receive good support. They appreciate notonly the help given in lessons by education care officers, but also their pastoral supportwhich is available at the beginning of the day, at break and lunchtime. The department asa whole provides a high standard of care and concern for pupils’ wellbeing. Individualeducation plans are regularly reviewed, and day-to-day progress is carefully noted. Systems are well established for ensuring that pupils make a smooth transition from theirprimary schools, and there are effective arrangements for work experience at Key Stage 4,and transfer to local colleges for further education. There is very good liaison between theschool and local support services for pupils with special educational needs, particularly in careers. Access for wheelchairs is provided and lessons are located on the ground floor,


because of the absence of a lift. All procedures for pupils with special educational needshelp them to gain confidence and to make progress.

69. Improvement in rates of attendance is due to the diligence and commitment of staffand the support from the Educational Welfare Service. Staff rigorously investigate allabsences, set individual and class targets for attendance and reward regular attendancewith certificates and prizes. The school employs additional clerical staff to assist withmonitoring absences. Teachers support long term absentees with homework and providegood pastoral support. Registers are appropriately checked at the required times andcomply with statutory requirements. These measures ensure that the school continues toimprove levels of attendance.

70. Teachers provide academic support for pupils outside lessons. The homework diaryis a useful aid to pupils in recording homework. Weekly spelling practice for pupils at KeyStage 3 is helping to improve accuracy in writing. Extra lessons for examination candidatesare available in some subjects, for example in modern foreign languages and music.However, the school does not plan the contribution of guidance co-ordinators with theirform tutors in monitoring and mentoring pupils to increase their rate of progress.

71. Since the previous inspection, pastoral support for pupils and the leadership of eachyear group by guidance co-ordinators continue to be of high quality. Careers guidance andpersonal and social education continue to be effective. The school has not yet developedthe role of guidance co-ordinators to provide pupils with support to achieve their higheststandard in learning within the curriculum.

Partnership with parents and the community

72. Communication between parents and school is satisfactory. The school providesuseful information of good quality to parents through its prospectus. This is informative,written in user-friendly style and conforms to statutory requirements. It is complemented byinformation in the school’s newsletters and governors’ annual reports to parents,celebrating achievements of the school community.

73. Parents are invited to regular consultative meetings with teachers. These includemeetings to consider their child’s progress, and special meetings, for example to enableYear 9 pupils to make informed choices about their GCSE options. These meetings are anadditional source of information and complement the information provided through pupils’homework diaries and annual reports on progress. However, not all parents ensure thattheir children attend school regularly.

74. Some parents have concerns about some aspects of the school. For example,some think that the behaviour of pupils is not satisfactory and some consider thathomework is inadequate. The inspection found that the behaviour of pupils, overall, issatisfactory. However, some pupils require very close supervision. Homework is usuallyprovided, but not always to the published timetable. It is not always challenging enough topromote pupils’ progress, and textbooks are not issued for use in homework in mostsubjects. Most parents endorse the work of the school. They find it easy to approach withproblems about their children and think that their children achieve good standards of work.They recognise and appreciate the good range of extra-curricular activities provided. Mostparents think that their children like school.

75. Parents are encouraged to join the school association, which is run by a small butcommitted group of parents who hold fund-raising events such as summer galas, social


evenings, race nights and educational events. Parents are encouraged to support pupils’learning as helpers at the Welbeck site. Some come to school to hear and help pupils withreading. They support termly merit teas and the annual prize giving. These celebrationsraise pupils’ self esteem and confidence and encourage learning.

76. Partnership with parents of pupils with special educational needs is supportive andeffective in helping these pupils at home and at school. Parents contribute to reviews oftheir children’s progress, either by letter or by coming to school to give their comments inperson.

77. The school’s links with the local community are very good. There are regularmeetings between the school and its local family of nursery, infant and junior schools.These meetings help to improve continuity in pupils’ experience over the different keystages. However, subject links for English, mathematics and science are insufficient. Theschools have successfully managed to set up a joint policy on admissions and an areapolicy on behaviour. The work of these partner schools, through the East Midlands SchoolsImprovement Project, is aiming to raise standards of achievement and attendance atprimary level and to ensure smooth transition between Key Stages 2 and 3. Teachers fromthe school meet with their colleagues in the primary schools and links with all nine localjunior schools ensure good pastoral knowledge and support for the transfer of pupils fromYear 6 to Year 7. Liaison is currently taking place with providers of post-16 education andthe local authority to provide post-16 provision on site so as to encourage a greaterproportion of Year 11 pupils to continue in education.

78. The school has very good links with business and industry. For example, membersof the local business community provide two weeks’ work placements for Year 10 pupils.Liaison with the local Training and Enterprise Council is very good and this organisationstrongly endorses the work of the school in the community. Year 9 teachers and somesupport staff have undertaken placements with local industrial training providers. Localindustry and commerce through the local Training and Enterprise Council have providedmanagers as mentors for Year 10 and 11 pupils to help them appreciate the value ofeducation and work to help them to achieve their best standard in GCSE examinations.This valuable initiative is intended to influence pupils and improve their attitudes to work.Almost all pupils who were identified for this support have willingly met their businessmentors each month. Constructive links with the community enhance learning and providepupils and staff with opportunities for personal development. The school has receiveddonations of furniture to refurnish some areas.

79. These arrangements complement the school’s links with local, national andinternational communities. For example, the school has links with schools in Alkmaar inHolland, Cologne in Germany and with Italy, Belgium and France. Visits by headteacher,staff and pupils have enhanced work in school. There are regular visits to the school, forexample, from local clergy and the Derbyshire Constabulary’s schools’ liaison officer. Localarts groups and individual artists come to lead workshops on sculpture, supporting pupils’learning and personal development.

80. Since the previous inspection, suitable passage of information between home andschool continues. Most parents endorse the work of the school. Links with the communitycontinue to be good and are contributing to improving pupils' attainment by raising theiraspirations and confidence.


THE MANAGEMENT AND EFFICIENCY OF THE SCHOOL

Leadership and management

81. The school benefits from good quality leadership and management. It has improvedsince the previous inspection because of determined and thoughtful leadership which hasthe capacity to take the school further forward. Governors and managers have clearunderstanding of the social and economic difficulties of the locality, and are sensitive to theneeds of pupils and parents. The governing body has strong commitment to the school andhas ensured its progress despite the substantial financial difficulties of recent years.Governors have set up committees covering all key areas of the school’s activities andwork closely with the headteacher and senior management. They are very supportive of theheadteacher, management and school. Governors are involved in the appointment of staffand have an increasing influence on equal opportunities, through their committee withresponsibility for staffing. They inform themselves by closely reviewing and evaluating theperformance of the school, for example its examination results and curricular issuesconcerning Year 7 combined studies. Governors have a linked representative to thedepartment for special educational needs, but do not inform themselves further byindividual monitoring of other departments or pastoral areas of responsibility.

82. The headteacher and senior management are principled, caring and hard working.The headteacher rightly has the respect and confidence of governors, staff and pupils, andleads well from the front, as both senior manager and teacher. The approach of seniormanagement ensures that the school is strong in delivering equal opportunities. Grievancesbetween staff are well handled by the headteacher, following fairly applied procedures.Management is sensitive to the difficulties encountered by pupils and provides goodsupport. It is concerned that all pupils achieve their best standards of work. However, therate of progress of some pupils could be greater with better teaching in some subjects.Senior management is developing systems by which to monitor and improve theperformance of teachers. For example, assessment data is increasingly used to provideinformation on the attainment and potential of year groups. This enables seniormanagement, heads of department and guidance co-ordinators to have a clearerunderstanding of what different cohorts and individuals have the potential to achieve, so asto raise teachers’ expectations. Targets of achievement for year groups and individuals canbe more accurately set with this information. Support and mentoring of some Year 11pupils, helping them to raise their aspirations, have developed from this, with guidance fromlocal business managers. In an initiative from the start of this school year, seniormanagement has monitored teaching in some departments to inform themselves ofstandards and to raise the quality of teaching. Extension of this initiative is planned. Seniormanagement has involved the local education authority in review of combined studies inYear 7 in order to inform the decision about its continuation. There is appropriatecommunication between senior management, guidance co-ordinators and heads ofsubjects.

83. Management by guidance co-ordinators is good. Co-ordinators have the confidenceof pupils, and parents recognise how supportive these staff are in the care provided forindividuals and year groups. However, pastoral management is not as fully directed atraising attainment as it could be, through, for example, mentoring of individuals’ progress.Management by heads of subject departments varies in quality. There is effectivemonitoring of standards of teaching and pupils’ work in, for example, design andtechnology, and some good practice in physical education and information technology.Although there is monitoring of pupils’ work in some departments, there is very little


monitoring of teaching, partly because heads of department have major teachingcommitments themselves, and limited time available. The art department is lacking full-timeleadership because of the head of department’s changed contract. The location of theschool on two sites further limits the opportunity for heads of department to monitorstandards of work and teaching in Year 7 at Welbeck, as they, themselves, are based atMoorfield. Managing curricular continuity over Key Stage 3 is made difficult by theseparation of Year 7, at Welbeck, from Years 8 and 9 at Moorfield. Schemes of work are ofgood quality in most subjects, helping to ensure consistent standards. However, in English,the scheme of work is insufficiently helpful in providing the guidance required by teachersof the subject to ensure consistent standards.

84. Management does its best, within severe financial constraints, to ensure equalopportunities for all. The school makes clear its very proper intention of providing all withaccess to worthwhile opportunities and adapts these appropriately for pupils of differentattainment in, for example, the provision of a foreign language for all at Key Stage 4.However, there is no suitable lift to enable pupils with physical impairments to use theupper floor of the Moorfield building, but subjects are provided at ground floor level. Thewidth of some doorways makes access for wheelchairs difficult. Pupils do not receive theirentitlement to information technology through the National Curriculum.

85. Good leadership for special educational needs gives clear educational direction.The task is considerable, with seventy pupils having statements of special need. Over onepupil in every five is on the school’s register of special needs, a proportion well above thenational average. Responsibilities within the department are well defined and workingrelationships are very good. Statutory requirements are met and an analysis of pupils’needs is available to all departments. Arrangements for reviewing provision are nowcarried out through the guidance support group. The school has responded to theconcerns raised in the previous inspection about the need for a review of the amount ofsupport time given to subjects in addition to English, mathematics and science, and thishas resulted in some support for practical subjects and coursework at GCSE.

86. Development planning for whole school issues is linked, appropriately, to the aimsof the institution. The plan is clearly set out. The time-scale it identifies is suitable, andobjectives are the right ones for the school, for example, raising pupils’ standards ofattainment and improving their attendance further. It is clear who is responsible formonitoring particular developments to set deadlines, and resources are usually indicated.However, success criteria, although identified, are often not precise enough to enablemanagement to judge whether an objective has been adequately achieved, in order todecide whether that issue should be carried over for further development or accepted asaccomplished. Staff training is not as closely linked to the priorities of the plan as it couldbe. However, there are exceptions, such as the potentially beneficial intention to trainheads of department to a common standard, making them effective observers of lessonswhich are taught in their departments. Departmental plans are not set out as systematicallyas the whole-school plan, but usually recognise whole-school targets. Resources, time-scale and success criteria are often not stated. Some departments plan well, however,such as design and technology. Pastoral management does not present a plan asdepartments do, although it is centrally important to the school’s aim of raising pupils’attainment.

87. The ethos of the school is remarkably positive. This is so despite considerablefinancial constraints, limited resources and a shabby working environment. The positiveethos derives from the hard-working headteacher and staff who are caring andapproachable, and recognised as such by pupils and parents. The school is a strongly


supportive community, with clear moral and social values. Relationships are good. There issome improvement in standards of attainment since the previous inspection, but somepupils’ rate of progress could be greater still, and their attainment could be higher than it is.

88. Statutory requirements for information technology are not met at either key stage.The subject is not reported to all parents throughout the key stages. Governors do not meetrequirements for a daily act of collective worship for all pupils. The governors’ annual reportto parents omits reference to aims in sporting activities, the development of communitylinks and information about the school’s security arrangements. Therefore, it does not fullymeet statutory requirements.

89. Since the previous inspection, management has successfully resolved three formerkey issues. Teaching of four subjects by the same teachers in Year 7 has been closelymonitored and reviewed, as required by the former key issue. Staff and governors are nowmore directly involved in whole-school planning, which is now over a suitable time-scaleand attaches resources. The key issue for statutory provision of art and music in Year 9and religious education in Year 11 has been met, but a daily act of collective worship is notprovided for all pupils. The school’s ethos remains positive and good leadership by theheadteacher continues. Equal opportunities and special educational needs are nowsuitably recognised in the school’s policy statements. There is now more monitoring ofteaching and pupils’ progress, but although there are plans to extend this monitoring it doesnot yet apply to all departments. Leadership and management are good and have thecapacity to take the school forward to further improvement.

Staffing, accommodation and learning resources

90. The number, qualifications and experience of teachers broadly match the needs ofthe curriculum at both key stages. Some teachers work outside their first specialist subjectin English, German and Year 7 combined studies. This does not result in unsatisfactoryteaching, but some of these teachers require additional training. Most teachers areexperienced and only eight out of forty-four full-time teachers have joined the school sinceit opened in 1991. Many have left, however, since the previous inspection and have notbeen replaced. There are now no newly qualified teachers, and comparatively few youngerstaff.

91. Staff in the department for special educational needs are well qualified andexperienced and form a strong close-knit team. Support assistants and educational careofficers for pupils with special educational needs are sufficient in number, well trained andare usually, but not always, used effectively.

92. Administrative and clerical staff are few in number, but highly efficient andappreciated by management and teachers. There is sufficient technical support in lessonsexcept in information technology, where there is neither manager nor technician. Librariansare efficient and contribute very well to pupils’ learning. Caretaking staff are of good qualityand active around the school.

93. Arrangements for induction of staff are good. A nominated colleague properlysupports new staff and a lighter timetable is supplied for them, if possible.

94. Since the previous inspection, there has been a major reduction in the number ofteachers at the school. Classes are now larger and teachers have less non-contact time inwhich to prepare their work. Heads of department have very little time in which to supportcolleagues and monitor standards of teaching and pupils’ work across their departments.


The gender balance in posts of responsibility remains stereotypical; senior managers andcurriculum co-ordinators are largely men, and women fill the pastoral posts of responsibility.It has not been possible to make changes due to severe financial constraints and verylimited movement of teachers to other posts outside the school. An arts co-ordinator is nowin post, but there is no co-ordinator for information technology. There are now detailed jobdescriptions.

95. Although appraisal has lapsed, there is a promising initiative to train departmentalheads to monitor teaching when time becomes available to them. Lack of funds allows foronly limited staff development and training. This is adversely affecting standards ofteaching, for example in English, and of technical support in science. Insufficient training inuse of computers across all subjects has taken place. Teachers do well to cope with thechanges in their subjects and the requirements of external examinations, with few trainingresources available to them. After reorganisation and a number of redundancies over thelast six years, staff morale remains remarkably high.

96. Accommodation is shabby on both sites. At Welbeck, the Year 7 annex, it is ofparticularly poor quality. The financial deficit has limited maintenance. Over both sites,accommodation is just adequate for the needs of the curriculum, except for the teaching ofgymnastics in physical education at Welbeck where the condition of the hall floor is unsafefor this activity. Consequently, gymnastics is taught in the remaining two years of KeyStage 3 on the main school site at Moorfield. All physical education lessons, with theexception of dance, must be taught outdoors at Welbeck. At this annex, many rooms aresmall, and the building has had little refurbishment. Imaginative displays of pupils’ work andother materials are provided, but these cannot compensate for the dilapidated appearanceof the fabric.

97. At Moorfield, the site is sloping, but ramps and handrails have been installed tosupport safe transit for all pupils. The accommodation has recently been enhanced by theaddition of a new building for information technology and modern foreign languages, andthe earlier refurbishment of the physical education changing rooms. Physical educationfacilities are barely adequate for National Curriculum requirements to be met. There is onlyone indoor facility, a mature gymnasium. There is no sports hall. Badminton and basketballcannot be adequately accommodated because of space in the gymnasium. Pupils’progress at Key Stage 4 is reduced because lack of space indoors reduces the range ofactivities which can be pursued. Despite the recently built suite for information technology,there is insufficient accommodation to allow other subjects to use this facility. This preventsadequate use of information technology across the curriculum. The rooms in the newaccommodation have a high pitched roof and a fan heating system. This causes a highlevel of background noise in lessons in modern foreign languages where there should bemuch oral work. In some lessons, teachers turn off the heating to enable them to hear,clearly, what pupils are saying. Sound reverberates with the high pitched ceiling.

98. Science and design and technology rooms are not fully grouped together in suites.As a result, some duplication of equipment is necessary, and co-ordination of staff in theselarge departments is made more difficult. One of the food technology rooms is of very poorquality but is usable. There is much self-help by school and staff to maintain the premises.Energetic staff have done their best to maintain and enhance the climate for learning anddisplays of pupils’ work are often stimulating and informative.

99. Most of the accommodation on both sites is on the ground floor, thus allowing areasonable degree of access for pupils or staff with physical disabilities. However, on theMoorfield site, doorways are often too narrow for wheelchair access. One of the toilet-


facilities prevents a wheelchair from being turned around, and some floor surfaces becomeslippery and dangerous in wet conditions. Every effort is made to ensure access, and,when necessary, the timetable is changed so that lessons are scheduled on the groundfloor. Accommodation for the department for special educational needs, where pupils arewithdrawn for additional support, is very good. It makes a positive contribution to thesepupils’ self-esteem and attitudes to work.

100. A whole-site risk assessment has been carried out. The headteacher and governorsare well aware of concerns raised by the inspection.

101. Since the previous inspection, governors have based the school on two sitesinstead of three. There is a newly built information technology and modern foreignlanguages block and refurbished physical education changing rooms at Moorfield. Therehave been repairs to the heating system and, very recently, some roofing repairs. Therehas been no improvement in the accommodation for Year 7 pupils.

102. There are inadequacies in the provision of some resources for learning. These werejudged to be sufficient at the last inspection. However, the school has reduced spending onresources because of its financial deficit. Much equipment has deteriorated and requiresreplacement. There are significant shortfalls in several subjects. In mathematics, there areinsufficient calculators, and pupils are encouraged to buy their own. In geography, thereare not enough atlases, ordnance survey maps are out of date, and there is no weatherstation. Essential audio equipment for music is borrowed. Recording equipment is of poorquality, damaged instruments await repair and provision for tuned and untuned percussionis poor. In design and technology, there is insufficient safety-wear to ensure safe workingpractices.

103. The school has approximately one computer for every twelve pupils. This situation iswell below what is usual. It has made great efforts to provide sufficient hardware andsoftware for information technology, which now has a network of good quality, modernmachines, but provision of computers for use in all subjects is poor. The number of booksavailable per pupil is well below average. Much is spent on photocopied material asteachers try to compensate for the absence of textbooks for pupils to take home forhomework.

104. The two libraries have an adequate number of books. Librarians are efficient, veryhelpful and support pupils’ learning well. However, despite withdrawals of older stock, manybooks are shabby and out-of-date. Management and governors intend to improve the book-stock as a priority in the near future. The library's two new computers have CD ROMs. Asmall number of discs are now available and are used well.

105. As a result of strenuous efforts to generate income from other sources, newfurniture for administrative areas has been donated by some local firms. However, theschool's ability to replace old classroom furniture is very limited because of financialconstraints. The adverse effect of this is seen, for example, in the music department wheremismatch between table and chair heights is hindering pupils' progress in developing theirperformance techniques. In many subject areas, trips and visits to places of interest in thelocality and further afield enhance pupils' experience and support the curriculum well.

106. Resources for pupils with special educational needs are of good quality. Theyenable these pupils to gain confidence in practical skills as well as developing theirlistening, reading and writing skills.


107. Since the last inspection, improvement has taken place in the provision of facilitiesfor the teaching of information technology but computers for use by all subjects are lacking.The problem of providing resources over three sites has decreased by the closure of onesite in 1996. The library at Moorfield Hall is an attractive and effective resource, and,recently, has benefited from the addition of two computers, but in many areas resourcesare deteriorating and numbers of textbooks are insufficient for pupils to use for homework.Resources for pupils with special educational needs are good.

The efficiency of the school

108. The school’s financial planning is competently managed. However, it has been indeficit since the previous inspection of 1993. The reason for the deficit is that when theschool was established, following reorganisation by the local education authority in 1991, itwas situated on three sites, with attendant costs and inefficiencies in duplication ofresources. The intention of the authority was to locate it on one site, directly. Funding hasnot been made available to do this, and the school has had to manage on the basis of aunit cost per pupil insufficient to maintain the establishment of 1991. The local authorityagrees that the school has been under-funded since 1991. When the school wasestablished in 1991, it was allotted a higher number of teachers than could be sustained.The school has reduced the number of teachers considerably to try to maintain a balancedbudget. It wisely relinquished use of one of its additional sites in 1996 and obtained somenew buildings on the main site. Although the Welbeck site housing Year 7 remains in use,the school has very recently received approval from government to discontinue use of this,and obtain new buildings on the main Moorfield site next year. The deficit has been closelymonitored by school and local authority and is scheduled to end next year. However, higherthan anticipated costs for temporary teachers may delay the termination of the deficit.

109. Financial planning is efficient. For example, there is an analysis of projectedspending and costs over an appropriate time-scale, including projections for re-locating onto one site. The school development plan includes adequate reference to resourceimplications.

110. Governors control spending and oversee financial decisions appropriately. Theyinform themselves through their finance committee which meets regularly and receivesaccurate analysis of the current financial situation from senior management. Governorshave valued and appreciated the work of teaching staff and have supported a policyavoiding compulsory redundancies in recent years. However, the departure of someteachers has resulted in others teaching year groups and courses with which they are lessfamiliar, resulting in less efficient teaching in some cases. Governors are rightly convincedthat establishing the school on one site will be more efficient, saving energy and staffingcosts and enabling management to be more effective.

111. Management is equally convinced that to establish the school on a single site willensure greater efficiency in use of resources. It has concentrated scarce resources on theclassroom, particularly for pupils with special educational needs. Class sizes have beenkept to acceptable averages at both key stages. However, to do so teachers teach for agreater proportion of their time than is the case nationally. This also applies to seniormanagement, including the headteacher. However, this limits the time available formonitoring of standards of teaching and pupils’ work by heads of department, reducing theopportunity for them to exercise their management responsibilities within their departments.The school runs a behaviour support unit, which enables teachers to refer pupils havingdifficulty working within the normal classroom situation, to work and be supervisedelsewhere. This provides more opportunity for other pupils to make progress in their


learning. The arrangement costs the equivalent of one teacher’s salary. However, it isworthwhile in ensuring that all pupils are provided with appropriate opportunities to makeprogress. Exclusions from school are reduced, enabling all to continue with learning withinthe school.

112. The combined studies course in Year 7, a concern of the previous inspection, isefficient in the pastoral support it provides for pupils of this year group based in theWelbeck annex. The teaching of different subjects by teachers who are not specialists inthose subjects is, generally, of an appropriate standard. However, as the annex is distantfrom the main school site, heads of department cannot effectively exercise their monitoringrole on both sites. There is some commuting of staff between the two sites, and,occasionally, some lateness to lessons as a result. There is a lack of indoor facilities at theWelbeck annex for physical education and pupils cannot do gymnastics there because ofthe state of the floor in the hall. As a result, although the teaching of physical education iseffective, the Year 7 National Curriculum for physical education is delivered unevenly overKey Stage 3, with some activities concentrated in Years 8 and 9.

113. Funding is allocated efficiently to departments by a formula which is clear to all.Additional funds can be bid for by departments. The two sites are inefficient becauseresources are duplicated, and neither site has full access to all resources available. Forexample, library books are divided over two libraries, and use of these is limited to pupilsbased at each site. The computers available are also divided over the two sites.

114. Efficient use of accommodation is also restricted by the two sites. Year 7 pupils aredenied the wider facilities of Moorfield, for example for gymnastics in physical education,because these pupils are currently accommodated at Welbeck. However, the currentpractice of housing Year 7 at Welbeck makes the most of this site as a social and learningbase for Year 7, before these pupils move to the main site in Year 8. Year 7 pupils enjoytheir accommodation and social base. Some subjects have classrooms grouped together,making departmental co-ordination at the Moorfield site more effective, but this is not thecase with several subjects. Scarce resources must be split between more than one locationon the same site. Departmental, curricular and school management are less effective whenoperated over two sites.

115. The school has seventy pupils on roll with statements of special educational need, aproportion well above the national average. Funding for these pupils is effectively used andthey make good progress at both key stages. They usually receive effective support inclass and in separate withdrawal groups. Educational care officers, funded by the localeducation authority, are usually efficiently deployed in support of pupils. However, in somelessons, an ineffective working partnership between teacher and support staff results inthat support being underused. The arrangements for briefing teachers who come into theschool at short notice to cover for absentees do not always make clear the needs of manypupils who have special educational needs in some classes, with detrimental effects ontheir progress.

116. Funds for the training of staff are insufficient to meet all needs. A significantproportion of lessons, 14 per cent of those observed, are unsatisfactorily taught, and someteachers need additional training to be effective - either from colleagues whose teaching ismore effective or from outside. The plan to extend monitoring of teaching, using heads ofdepartment, has the potential to make teaching more effective.

117. Financial procedures are efficiently managed. Governors receive the informationthey require to make informed decisions. All recommendations of the last audit have been


carried out.

118. The school gives satisfactory value for money. Most pupils join the school withbelow average attainment. Their progress is generally satisfactory over Key Stage 3, at theend of which attainment in mathematics and science matches that of similar schools, butattainment in English is well below this standard. The GCSE points score per pupil isaverage compared with what is achieved by pupils in similar schools. The developingsystem for assessing attainment and potential of year groups and individuals has thepotential to be an effective instrument in providing support for pupils to enable them toattain higher standards.

119. Since the last inspection, planning has been improved and resources are attachedto priorities. Planning is now over an appropriate time-scale. Allocation of funds to subjectsis now appropriate. The relocation of the school on two sites instead of three in 1996 hasenabled it to make better use of resources and equipment. The school has welcomeapproval to reduce to one site next year.


PART B: CURRICULUM AREAS AND SUBJECTS

ENGLISH, MATHEMATICS AND SCIENCE

English

120. When pupils enter the school in Year 7, their attainment is below the nationalaverage. This is indicated by cognitive ability tests. This situation has been constant overfive years. In national tests at the end of Key Stage 3, the percentage of pupils attaininglevel 5 and above was well below the national average in 1997 and 1998. Figures over thelast three years show a steady decline against an improving national picture. Pupils’performance in English is well below that of similar schools.

121. The school succeeds in entering a high proportion of pupils for GCSE in Englishliterature in addition to English. Pupils’ GCSE grades of A* to G are in accord with thenational average and occasionally surpass it. GCSE grades A* to C are significantly lowerthan the national average and have declined over the last three years, particularly those inEnglish literature.

122. Standards of attainment at the end of Key Stage 3 are below average. By the endof the key stage, pupils listen carefully to the teacher when a lesson interests them, andthey answer questions in lessons when required to do so. There is some good discussion,but in general it is under-developed. Pupils tackle Shakespeare with some measure ofsuccess, but few are able to pay the close attention to text required for literary criticism. Allread simple leisure fiction with some understanding, but many pupils do not read morewidely than this. Pupils write in a narrow range of styles, frequently with little sense ofaudience or purpose. Work shows major and persistent errors of spelling, punctuation andgrammar. Presentation is too often untidy and there is insufficient use of information technology.

123. Attainment is below average at Key Stage 4. By the end of the key stage, pupils donot always listen carefully enough. They are not confident speakers. Although pupils makeformal contributions to lessons, they have too few opportunities to speak in a range ofcontexts and do not fully understand that they must adapt their speech to suit the occasionand the listener. Pupils do not read much more widely than the texts presented to them inlessons. They produce a few well organised essays of literary criticism, but many containlittle evidence of analysis or proper planning. There are major errors of spelling,punctuation and grammar, which re-drafting frequently fails to eliminate. Presentation is notalways tidy, but improves when computers are used.

124. Pupils’ progress over Key Stage 3 is unsatisfactory. The Key Stage 3 curriculum ispoorly co-ordinated and fails to ensure continuity and progress in gaining knowledge andunderstanding over the key stage. Progress at Key Stage 4 is satisfactory overall.However, progress is unsatisfactory in some lessons at this key stage because ofunsatisfactory teaching. Pupils with special educational needs are well taught at both keystages and progress well. Higher attaining pupils fail to make the greatest progress ofwhich they are capable because they are not sufficiently stimulated and extended inlessons. Too little is expected of them at either key stage, and there are too fewopportunities for independent learning. Depth and breadth of learning suffer at both keystages because the curriculum lacks rigour, and is not monitored to provide a properbalance between its component parts of reading, writing and speaking.

125. Pupils are eager to learn. Attitudes are respectful and behaviour in lessons that are


well taught is excellent. Pupils willingly take an active part in the proceedings and settlereadily to written tasks. They cheerfully and effectively join in small group work whenever itis offered to them, and are capable of extended periods of concentration.

126. Teaching is satisfactory at Key Stage 3. However, only one lesson was observedthat was good. At Key Stage 4, a number of lessons were judged unsatisfactory due to theabsence of an adequate departmental scheme of work and inadequate, or absent,planning. In these lessons, management of pupils is poor, methods are limited - withexpectation only that the set task be completed irrespective of quality. In the one goodlesson, on Flannan Isle, there was a very good match of teaching style to the needs of thepupils, good pace and high expectation. There were very clear aims, a high standard ofplanning, good supplementary materials, strong and appropriate emphasis on vocabularyand figures of speech, lively delivery and a good match of task to ability. As a result, pupilswere able to annotate text, identify figures of speech and illustrate their ideas withexamples. In other lessons, basic knowledge of plot is the only aim, and notes are copiedfrom the board, leading to low attainment.

127. Since the last inspection, standards in English have declined. Planning, drafting, thequality of marking and feedback, previously described as strengths of teaching, are nolonger pursued systematically or with vigour because there are no departmental policies topromote them. Schemes of work, described in the previous report, have not beendeveloped further, and provide inadequate guidance for teachers now teaching the subject.English, in the combined curriculum in Year 7, is now no better nor worse than the rest ofprovision. Lack of information technology continues to be an acknowledged weakness.Provision of drama, as part of expressive arts, is now sufficient.

The use of literacy across the curriculum

128. Standards of literacy across the curriculum are well below average at both keystages. They fail to support learning sufficiently to enable all pupils to make good progress.Speaking is functional rather than fluent in English and history, and often pupils lackconfidence to speak up and be heard in lessons. Design and technology and dramaprovide good opportunities for discussion, however, and pupils enter into lively discussions,for example as to whether computers should replace people in lessons in informationtechnology. Pupils listen carefully to the teacher when they are interested in the subject,but too often they lose interest and become restless.

129. When pupils enter the school, about one pupil in three has a reading age two yearsor more below their age in years. They are, however, able to read the texts with limitedreading demands presented to them in lessons, but there is too little reading aloud to checkunderstanding. Research skills are weak because many pupils do not read fluently enough.In art, GCSE papers are re-written in simpler style for pupils to read more easily, but thisand other supportive measures do not improve skills of reading.

130. Pupils have significant weaknesses in their writing. For example, in history andgeography, many of them have problems communicating anything but the simplest of ideasclearly. Besides major errors in spelling, punctuation and grammar, they have a weak graspof key language needed for sufficient understanding in a range of subjects. There is anundue emphasis on copying in some lessons. Information technology is underused.

131. The school has introduced some valuable initiatives to raise standards in Year 7.For example, there is a scheme to improve spelling at Key Stage 3. However, the teachingof literacy across the curriculum is inconsistent. There are no targets set for improvement.


Because of pupils’ low attainment, the lack of a whole school approach to literacy is asignificant weakness.

Mathematics

132. At the end of Key Stage 3, half the pupils obtain level 5 and above in national tests.This is below the national average, but close to results in similar schools. However, theseresults must be seen in the context of below average levels of attainment on entry. At KeyStage 4, results have improved consistently over the last three years, and in 1998, resultsin GCSE closely matched the national average. This represents good positive progress.The school has consistently exceeded the national average for GCSE grades A* to G. Thedepartment places an appropriate emphasis on number work, with regular mental testingand has a numeracy policy in place. Under these circumstances the level of numeracy issatisfactory with no undue reliance on calculators. Algebra is handled well by higherattaining pupils who cope well with, for example, quadratic equations, but lower attainersencounter difficulties. Geometry is secure and graph work, data collection and tabulationare handled well. The presentation of work is of variable quality, but many pupils across alllevels of ability take a pride in their work and produce some very well presented pieces.However, greater consistency is possible. Pupils are provided with a range of appropriateinvestigations through both key stages and produce some good results. They are articulateand more than willing to take part in question and answer sessions, given the opportunity.

133. Progress is good at both key stages. There has been good progress in improvingGCSE results since the last inspection. In order to support pupils’ progress, as there is verylittle money for resource needs, the department makes some of its own apparatus andcarries out some of its own maintenance. Staff are very committed to ensuring pupils learnsuccessfully and make good progress. It is no surprise that this is consistently one of thebest performing departments in the school. On entry, pupils are taught in mixed abilityclasses but by the end of the first term they are carefully grouped by their ability inmathematics. Great care is taken to ensure that all pupils are in classes where the level ofwork is commensurate with their ability. Pupils of lower attainment, including those withspecial educational needs, are provided for in smaller groups with good in-class support,and make good progress. Higher attainers progress fast enough to take the intermediateGCSE examination in Year 10. In 1998 all attained at least a C grade. These pupils then sitthe higher GCSE paper in Year 11. This careful organisation enables all pupils of all levelsof attainment to receive the most appropriate teaching for their needs, and progress isgood. This is confirmed by results at GCSE of grades A* to G, which are consistently abovenational norms. Almost all pupils are entered for an external examination.

134. Generally, pupils' attitudes are positive. When given challenging and interestinglessons, they maintain interest and enthusiasm. They are courteous and respectful tovisitors. In a few lessons, concentration and interest are not always sustained and there issome unsatisfactory behaviour, but teachers usually manage to cope well. Resources are stretched by the split site. Accommodation for Years 8 to 11 is good. There is a suite of fourrooms with very good wall display. By their efforts, the staff provide a pleasing,mathematical, supportive environment for the teaching of the subject. There are, however,still some lessons taught outside the departmental suite.

135. Teaching is good at both key stages. Teaching of three lessons in four is judged tobe good or very good. Lessons are well planned and most proceed at a good pace. Fewopportunities are missed to relate work to real life situations and to involve pupils. Forexample, in a very good lesson on negative numbers, pupils were asked to place personalcharacteristics on a scale of +5 to -5. Tasks are well chosen, learning objectives suitable,


understood by pupils and provide appropriate challenges. Teachers obviously care for theirpupils, want them to succeed and show a sensitive understanding of their difficulties. Allthese qualities were seen in a Year 7 lesson on angles for a group with special educationalneeds. Teachers give freely of their time to provide additional revision classes after schoolto speed pupils’ progress. Questioning is well used, but sometimes pupils’ responses arenot explored enough to identify possible misunderstanding. Lessons are well timed andhomework is used well to consolidate and extend classwork. Assessment procedures aresatisfactory, records well kept and fully satisfy National Curriculum requirements. Pupils'progress is carefully tracked. There is a detailed, regularly updated curriculum documentsupporting consistent practice in teaching across the department. It reflects thedetermination of the head of department to improve and extend the work of thedepartment. The mathematical component of information technology in the NationalCurriculum is taught by the information technology department, but there is no computerwithin the department itself to provide immediate access in the mathematics lessons. Thiscommitted department, although under-resourced, is teaching well and producing positiveprogress in mathematics in difficult circumstances.

136. Since the last inspection, standards in GCSE examinations have improved. Carefulgrouping of pupils by mathematical ability now ensures that all are provided with work andchallenges well suited to their levels of attainment. Investigations are well planned,appropriate and carefully assessed. Departmental documentation shows evidence ofcareful planning and is tightly related to National Curriculum requirements. Informationtechnology is still not included in lessons, because there is no equipment within thedepartment. The department is badly under-resourced.

The use of numeracy across the curriculum

137. Standards of numeracy across the school are satisfactory. By the end of KeyStage 3, standards are below the national average, but by the end of Key Stage 4standards improve to be close to the national average. There is a numeracy policy in place.Basic number-work, supported by effective mental work, is of a satisfactory standard.Pupils do not rely, unduly, on calculators. Mathematical techniques, such as tabulation andgraph work, are effectively used in different subjects. For example, graphs, statistics andmeasuring are used to good effect in science, geography and design and technology.Standards of numeracy are much stronger at Key Stage 4, as shown by pupils more rapidprogress at this key stage.

Science

138. In the end of Key Stage 3 national tests in 1998 and 1997, results were below thenational average. In comparison with similar schools, performance is above average atlevel 5 and above. At level 6 and above, the school’s results are broadly average.Attainment at the end of Key Stage 4 in GCSE double award science is well below thenational average. However, there has been improvement in the proportion of pupilsobtaining GCSE grades A* to C from a very low base three years ago.

139. Attainment in many lessons observed is below average. Pupils lack wide experiencewith practical investigations at Key Stage 3, and attainment in practical work could behigher. At Key Stage 4, more practical work enables pupils to attain better standards. InYears 9 and 11, in particular, pupils achieve good understanding in work on the humanbody. They manage practical and theoretical work successfully on rates of reaction by Year11. Some unsatisfactory teaching relies too much on pupils copying from textbooks in somelessons in physical science in Year 9, limiting their attainment.


140. Progress is generally satisfactory for all pupils, including those with specialeducational needs. Over time, progress is satisfactory. In lessons seen, progress variesfrom very good to unsatisfactory. In a quarter of lessons seen, progress was unsatisfactory,but in most lessons, pupils’ progress is satisfactory. Where it is good, pupils are moreconfident and show clear gains in knowledge, understanding and skills during the course ofthe lesson. This is shown well in Year 7, with young pupils making and testing indicators.However, progress is limited for many pupils at both key stages. This is especially so inlessons such as those on satellites and the fire triangle with younger pupils, and with forcesin Year 11. Where teaching makes work less stimulating or less demanding or wherechallenge is largely absent, at Key Stage 3 especially, there is insufficient opportunity forgenuine open-ended problem-solving, for making and testing hypotheses or for developingthe skills of planning, investigation, prediction and evaluation.

141. Pupils are largely well behaved. On the whole, relationships are satisfactory andoccasionally good. Some pupils take a pride in their work and books are well looked after. Many older pupils approach work with increased enthusiasm and a sense of enjoyment,and for some at all ages, engaging with new knowledge, skills and processes is arewarding experience. This was well illustrated in Year 8 work with circuits, and in practicalwork on rates of reaction in Year 10. In these circumstances, many concentrate hard andwork well together.

142. Teaching is satisfactory at Key Stage 3. Good lessons predominate at Key Stage 4.However, there are examples of unsatisfactory teaching. Many lessons are taught well, andthere are examples of very good practice, such as a revision lesson for low attainers onexcretion, transport and respiration, and with Year 11 pupils engaged in presentations onenvironmental issues. Teachers have secure knowledge and understanding within theirown scientific specialism, although, for some, detailed subject knowledge is less securewhen they are teaching across other sciences at Key Stage 3. Teachers’ expectations ofwhat their pupils can achieve are too low in unsatisfactory lessons. Whole classquestioning is used effectively, but occasionally over-used as an introduction to lessons.Teachers prepare individual lessons conscientiously and the pace of lessons is usuallygood. Where planning is done in detail and intended outcomes are shared with pupils,learning is progressively more demanding. However, some pupils, particularly higherattainers, are not stretched intellectually. Homework is of variable quality and quantity.Where it is well thought out, it clearly extends learning. Pupils' books and other work areregularly marked, although consistency in marking still has to be achieved across allteachers of the subject. Assessment is effective, especially in lessons where the teachergives immediate feedback, such as in an assessed practical lesson in Year 10, on rates ofreaction. There are regular opportunities for assessment, such as the end of topic tests andyearly examinations. Assessment, recording and reporting are effectively organised at KeyStage 3, and developing well at Key Stage 4, but are not yet well used to inform the nextstage in planning of work. Teachers use extra-curricular activities, including a range of tripsand visits, to extend pupils’ experience. The department is meeting the requirements of theNational Curriculum. Documentation is clear and well-organised and is helpful to teaching.Intentions for professional development through training are not always realised forteachers or technicians. Pupils' work is displayed throughout the science department and isof good quality. Apparatus and equipment are just adequate for teaching and learning inmost situations but much is of varied age and quality. The teaching of science is wellsupported by two technicians on the main site and a general technician at Welbeck.Teachers do not use information technology enough in teaching.

143. Since the last inspection, there have been several improvements. These include a


regular increase in the proportion of pupils gaining GCSE grades A* to C at the end of KeyStage 4. Teaching has improved at Key Stage 4. Pupils enjoy science and there areopportunities for them to use their new knowledge in new contexts and different situations. However, some teachers continue with a narrow range of teaching methods, resulting in alack of challenge for some pupils. In these cases teachers fail to match their teaching tothe needs of pupils. There are now insufficient problem-solving, practical activities at KeyStage 3, but more at Key Stage 4, the reverse of the earlier situation.

OTHER SUBJECTS OR COURSES

Art

144. Attainment at the end of Key Stage 3 is below national expectations. In both 1997and1998, 35% of pupils gained GCSE grades A* to C, a percentage below the nationalstandard. All pupils gained grades GCSE A* to G, in line with the national average. No A*grades were awarded in either year. Girls’ results are average and boys’ results are wellbelow the national average. Textiles and art and design are the most successful elements,with graphics results the weakest. Inspection findings indicate attainment at the end of KeyStage 4 is below the national average. The lack of access to a computer within thedepartment prevents pupils attaining at a higher level. 145. Pupils’ progress in lessons and over time is unsatisfactory at both key stages. Projects have been disrupted or delayed this year, and some remain unfinished. In themost successful lessons, pupils consolidate their practical and theoretical knowledge, usingand acquiring new skills. They have a limited understanding of how to plan and developtheir work independently, and a restricted knowledge of the work of artists and designers. Pupils draw confidently from direct observation and use a range of materials successfully. Well motivated pupils at Key Stage 4 extend the range and complexity of their work byresearching and planning ideas. However, gains in knowledge and understanding areinconsistent and hampered by ineffective or undemanding planning. Where individualsupport is provided for pupils with special educational needs, it is effective. However,overall planning does not effectively recognise or target the needs of all pupils with specialeducational needs and their progress is unsatisfactory at both key stages. Classes in eachyear group are given the same activities, without due regard to the appropriateness of thetasks.

146. Overall, pupils’ behaviour and response in lessons are satisfactory. They sustainconcentration, work independently and listen carefully. However, when teaching is weak,pupils’ behaviour is not acceptable, concentration is lost, and relationships between teacher and pupils are strained. Little is gained from these lessons. They are detrimental topupils’ understanding of the subject.

147. The quality of teaching is unsatisfactory at Key Stage 3, but satisfactory at KeyStage 4. There is some unsatisfactory teaching at both key stages. Where this occurs,tasks lack challenge, expectations are inappropriate and time is not well used. As aconsequence, learning opportunities are missed, and there are insufficient gains in pupils’knowledge, skills and understanding. In an unsatisfactory lesson in Year 8, pupils weregiven a superficial introduction to the work of the pop artists of the 1960s. Tasks setincluded copying a section of a painting, selecting lettering styles to illustrate the word “pop”and drawing soft drinks cans. No skills were introduced. Pupils did not plan or design theirresponses, and the activities required little participation. Although teachers have a secureknowledge of their subject this is not always used effectively. Information is given to pupilsbut effective participation and dialogue are rarely entered into. In the most successful


lessons, there is a real sense of partnership and shared endeavour that enriches pupils’experience. In a very good Year 10 lesson, pupils had drawn portraits, developing theirunderstanding of proportion and observational skills, and adding pen and wash to developtone and form. These were in preparation for large scale card sculptures. The teacher worked alongside the pupils, supporting their efforts and showing them the work ofElizabeth Frink and examples of medieval carvings from Lincoln Cathedral. Discipline andorganisation were very good, and there was real sensitivity to the pupils’ needs.Expectations were high, and attainment was raised by excellent, informal support. Homework was set to develop ideas in preparation for the next stage of the project. Thisand other lessons enable pupils to gain well in spiritual, moral, social and culturalunderstanding. Teachers mark pupils’ work, but assessment is not consistent across allclasses. As a result, attainment is not effectively tracked or carefully monitored enough. There are some good examples of information and guidance sheets for homework. However, homework is not always used effectively to extend both the planning andresearch of projects. Opportunities to develop literacy and numeracy skills are not includedin planning. Pupils are directed to copy notes, but rarely write independently. Graphicslessons do not usually require pupils to use measuring and layout skills. During the currentyear there has been a prolonged period of staff absence, with many groups taught by non-specialist staff for lengthy periods of time. This situation is still not resolved and manyclasses are currently taught by two different teachers. All of these factors have hinderedattainment and limited pupils’ progress.

148. Since the previous inspection, a head of arts curriculum has been appointed,provision for 3D work has been increased, and all Year 9 pupils have appropriate access toart. The level of technical support is adequate. Since resources are now on two sites ratherthan three, provision has improved. Attainment, progress and the quality of teaching havedeteriorated, especially at Key Stage 3. There has been no improvement in access tocomputers.

Design and technology

149. Attainment at the end of Key Stage 3 is in line with national expectations. DuringYears 7, 8 and 9, pupils learn new skills and make good quality products, such as theirdesk organisers. They become increasingly competent in using a range of tools andequipment. They strengthen their planning and produce good ideas for designs throughbrainstorming and discussion. This builds on previous knowledge and experience and helpswith designing to meet defined needs. Pupils investigate other designers’ work, effectively.They analyse and combine ingredients. They cost and package food, such as sandwichesin Year 7 and pizzas in Year 8. Girls outperform boys because they give more attention toresearch and presentation in design work.

150. Attainment at the end of Key Stage 4 is at the national average, overall. In Years 10and 11 pupils choose between GCSE food technology, graphics or resistant materials. Recently, they can also choose textiles. In 1998, GCSE results varied over the differentsubjects. Food technology improved to 53% of candidates achieving GCSE A* to Cgrades, above average. Graphics remained stable with 30% achieving A* to C grades,below average. and resistant materials results were well below average with 7% ofcandidates achieving A* to C grades. However, pupils entered for resistant materialsachieved some of their best GCSE examination results in this subject compared with theirother GCSE subjects, and all candidates achieved a graded result. Targets with timeddeadlines for completion of GCSE coursework are in place, but these are insufficientlymonitored to be made fully effective.


151. Progress across both key stages is good. In Year 7, pupils’ skills in design andtechnology are tested to establish their level of understanding. Progress is tracked andrecorded across each module from Year 7 to Year 11, and monitored to highlight anyproblems, which can then be overcome. This improves pupils’ rate of progress. Progress isfurther influenced by the use of short, sharp targets within lessons, to maintain pace andmake it easier for pupils to gain knowledge and understanding. Pupils do not yet useNational Curriculum levels of attainment independently, so as to identify their strengths andweaknesses, aid target-setting and increase their rate of progress.

152. At Key Stage 4, pupils combine good practical skills with more independent thinkingand planning. This ensures that they work on a wide range of challenging projects. Forexample, Year 11's projects for the 1999 GCSE include: a pool table, a kitchen block andtrolley, original designs for fishing boxes, a range of innovative cushions and new designsfor food products. Pupils’ folders containing designs are inconsistent in layout, researchand presentation. These are contributory factors to the varied examination outcomes. Ifpupils wish to improve their work and rate of progress, they can attend coursework clinicsto refine work and further enhance progress.

153. Low attainers, including those with special educational needs, make progress inmaking good quality products, but find the process of designing more difficult. Classdiscussion and joint planning with their teachers inspire ideas, as observed in the Year 9bathroom-tidy project, where good humour and probing questions involved all pupils indesigning a bathroom tidy to meet the needs of their own family. Higher attainers reachtheir potential by attempting extension work available in all modules.

154. Pupils are interested in the challenge of design-and-make activities. Target-settinghelps them to concentrate, persevere and they generally complete the work they start.Behaviour is good but a small minority of pupils has poor listening skills. There is mutualtrust between pupils and staff. Teamwork is most successful where teams are composedof boys and girls working together.

155. The standard of teaching is good at both key stages, and particularly so at KeyStage 3. Teachers are competent in the range of materials used in design and technologyand, in most cases, are well qualified to teach pupils with learning difficulties. The use ofeducational care officers, to support learning, is well integrated into lessons and providesmany pupils with the confidence they need to take the next step forward in learning.Planning is good, and includes extension work to motivate more able pupils. Highstandards of work are set by effective demonstration. For example, the orthographicdrawing of cameras in Year 10 encouraged pupils to make their layout more professional.In their marking of work, teachers provide good advice on how to improve, enabling pupilsto modify their work and gain greater success. Effective assessment highlights areas forimprovement. In resistant materials, teachers do not make pupils reflect enough on otherdesigners’ work. Teachers’ choice of methods and resources are well judged and someteachers change classroom seating arrangements to promote learning. For example, inYear 9 biscuit-analysis, pupils had to work in teams in order to provide a range of effectivevocabulary to use when describing texture and flavours. Unfortunately, many of the roomslack circulation space which limits learning. In lessons that lacked timed targets and regularuse of National Curriculum levels, there were missed learning opportunities. Homework isplanned as an integral part of all modules and, in the most lessons, extends knowledge ormakes a link to the next lesson. Teachers manage pupils well and the climate for learningin the department is purposeful.

156. Since the previous inspection, more challenge for pupils is provided, and their


progress is measured by effective assessment. However, as in the previous inspection,there are still some restrictions on attainment because the balance between designing andmaking does not always give pupils enough opportunity to work independently. Standardsof attainment in some GCSE subjects have improved considerably. Drama

157. Drama is taught at Key Stage 3 as part of an expressive arts course. Pupils areentitled to sixty-two hours tuition over the period of Years 7 to 9, the equivalent of onelesson per week for two-thirds of the key stage. This time allowance is appropriate. Thesubject is a GCSE option at Key Stage 4. No candidates for external examinations werepresented in 1997. Nearly three-quarters of the eighteen candidates entered for GCSE inexpressive arts last year achieved grades A* to C, and all achieved grades A* to G, a resultabove the national average.

158. Standards as observed in lessons are average at both key stages at this point in thecourses. By the end of Key Stage 3, pupils identify roles they play in real life. They workeffectively in small groups to plan and rehearse an improvisation, illustrating interactionsbetween people of different age groups. They pay careful attention to developing different,age related, roles. They understand the concepts of brainstorming and “freeze” and useboth effectively. They present their improvisations confidently, evaluating their own andothers’ performances effectively. By the end of Key Stage 4, pupils work well together toproduce scripts on a given theme. They are aware of dramatic devices, such as “thoughttracking”, and know how to use them. They compare and evaluate scripts to producesecond drafts with increased emphasis on characterisation. Pupils are self-critical andconstructive in their joint work. Progress is good at both key stages. Pupils progress toattain GCSE results higher than in other subjects. Pupils with special educational needsparticipate well and make good progress in speaking.

159. Pupils enjoy the subject. Response is good and sometimes, very good. They areenthusiastic and work well together. They are very responsive to the teacher's suggestions.Attitudes are mature, particularly at Key Stage 4. Pupils concentrate very well.

160. Teaching is never less than satisfactory, and some of it is good and very good. Onevery good lesson was characterised by broad planning, encompassing two learning groups.Tasks were well matched to pupils’ capabilities. There was very good demonstration.Control and rapport with pupils were excellent. The subject contributes well to speaking andlistening standards in English, and to writing. There are good links between the twosubjects. There are strong and appropriate extra-curricular activities. Pupils haveexceptionally good opportunities to perform for a variety of audiences. Co-ordination of thesubject is good.

Geography

161. Attainment in geography at the end of Key Stage 3 is below the nationally expectedlevel. At the end of Key Stage 4, it is average. In recent years, to 1998, GCSE results atgrades A* to C have risen from significantly below, to broadly in line with, the nationalaverage. GCSE results at grades A* to G have risen from below to well above the nationalaverage. Girls outperform boys, who do worse than is the case nationally. Pupils achievehigher results than in most of their other subjects. By the end of Key Stage 3, pupils havegood skills. High and middle attainers have a sound understanding of geographical ideaswhich are well developed in place studies. In work on earthquakes, they follow astructured sequence of enquiry and begin to generate questions, often justifying their


explanations well. Low attainers show little understanding of relationships and their work ismainly descriptive. Some pupils are unsure of where places are and, because of shortagesof atlases, cannot always find out easily. Oral skills are under-developed. At the end ofKey Stage 4, high and middle attainers show more breadth and depth in coursework andcase studies. The work of low attainers remains largely descriptive. At both key stages,pupils show an awareness of the problems involved in environmental management. Fieldwork is used well to develop techniques and reasoning skills. Information technology isunder-used.

162. Pupils’ attainment on entry is below average. Many have poor literacy skills whichadversely affect the quality of their written work and progress. Most make satisfactoryprogress through Key Stage 3. In Year 7, they soon acquire a satisfactory base ofgeographical skills. Progress in other aspects of their work is slower because muchteaching emphasises the learning of facts at the expense of understanding. In Year 8 andYear 9, where the emphasis is on enquiry, pupils respond well and learn from practicalactivities. In work about changes in local industry, high and middle attainers use evidencewell to investigate the reasons for change. Low attainers learn how to give reasons fortheir observations. Pupils write more at length and their written work improves. Progress isgood through Key Stage 4. Year 10 pupils build well on Key Stage 3 work about the qualityof life, and use it in studies of Chesterfield and elsewhere. Pupils with special educationalneeds make appropriate progress, particularly from Year 8 onwards where work is bettersuited to their needs.

163. Most pupils work hard, particularly in lessons where they actively participate. In aYear 8 lesson about migration, groups of pupils shared ideas well and many stayed afterthe lesson to continue their work. Pupils become restless when they spend too long on onetask and the teacher does not re-focus the activity. Homework and presentation of workvary from good to poor. There are poor standards of work in Year 11, among somedisaffected pupils.

164. Teaching is satisfactory in most lessons. It is best at Key Stage 4, where teachingexpects high standards and expertise ensures work is adapted to all needs. Well preparedresources, including a video clip from Eastenders, motivated and involved Year 10 lowattainers. Planning, based on good schemes of work, supports non-specialist teachers ofthe subject. In two unsatisfactory lessons about volcanoes, work was not well adapted tothe needs of all pupils. Too long was spent on whole-class activities that did not involveeveryone and many lost interest. Other lessons have a good balance of teacher-led andpupil-led activities. Most teachers use resources well. Shortage of textbooks to take homefor homework limits progress. Marking and monitoring of work are inconsistent and notused well to help pupils to improve. End-of-unit tests, in which pupils are awarded a level,usefully indicate progress.

165. Since the previous inspection, GCSE results have improved significantly. Schemesof work are well planned and give increased opportunities for pupils to learn independently.Most teachers use a broader range of methods and match work better to pupils’ abilities.Support and monitoring of teaching and learning in the Year 7 combined studies course arestill difficult to manage. Information technology remains under-developed and markingpractices are still inconsistent.

History

166. In 1997, 40% of candidates gained GCSE A* to C grades, and 93% gained A* to Ggrades. In 1998, results improved significantly, with 57% of candidates achieving grades A*


to C and all pupils achieving grades A* to G. Girls achieved significantly better than boys atthe higher grades, beyond the national difference in performance. Results in 1998 wereabove the average for other subjects in the school, and in line with those of all schools,nationally. They were influenced by a significant number of higher attaining pupils opting forhistory in this particular year. However, there has been an improving trend over the last fouryears at GCSE.

167. Attainment on entry is well below expectation. At the end of Key Stage 3, attainmentis still below national expectations. At the end of Key Stage 4, in current lessons, it is a littlebelow average. A class of Year 7 pupils successfully described a range of features thatcharacterised Roman culture and the most able pupils identified reasons why it might beconsidered civilised. Most pupils in a Year 8 class, studying illustrations depicting royalistsoldiers assaulting woman and children during the English Civil War, recognised theintentional bias of the artists. Higher attaining pupils in the class understood the motives forproducing these biased illustrations. Year 10 GCSE pupils’ written work indicated a goodgrasp of the advantages and disadvantages of the canal system as a means of movinggoods. Weaknesses in literacy, particularly in writing, are a handicap to pupils’ learning.Currently there is no fieldwork in Years 8 and 9 and this denies pupils useful opportunitiesto develop skills in extended writing.

168. Progress overall is good at both key stages. The rate of progress of pupils withspecial educational needs who receive additional support is in line with that of higherattaining pupils. Lower attaining pupils who do not receive this support do not makeprogress as well as other pupils. Higher attaining Year 7 pupils, studying evidence aboutcontenders for the English throne following the death of Edward the Confessor, progressedwell in supporting their choices of successor with valid evidence and reasoned argument.Year 8 pupils progressed in identifying differences and contradictions in evidenceillustrating the execution of King Charles I. All pupils in a Year 11 class studying sourcesdescribing the Speenhamland System for aiding the poor gained an understanding of it wellenough to draft their own clear summary notes and higher attainers offered valid reasonsfor judging it a crude solution to a social problem.

169. Most pupils behave well and want to learn. Small numbers of pupils, in Years 7, 8and 10, mostly but not exclusively boys, do not behave well. Standards of behaviour in theclassroom are largely dependent on the quality of teaching and the management skills ofthe teacher. Most pupils sustain very good concentration. For example, a Year 9 classstudying powerful evidence of life in the trenches in the First World War worked with largelyunbroken concentration. Pupils’ skills in working together and the effectiveness of pairedand small group work are variable. They are largely influenced by the quality of the tasksset and how well these are communicated by the teacher.

170. Teaching is good, overall, at Key Stage 3, and satisfactory at Key Stage 4.Teachers’ knowledge and understanding are at least satisfactory for the courses they areteaching. Planning is satisfactory overall, and a little stronger at Key Stage 3 than KeyStage 4. Many lessons involve teachers’ introductions and development of the topic, withoccasional questions to pupils, followed by written work based on worksheets or atextbook. Modification of tasks or learning materials for low attainers is infrequent, unlesspupils are supported by classroom assistants who do provide effective support. Goodteaching was observed in a Year 8 lesson on the trial of King Charles I. The lesson waswell planned, the learning objectives were clearly communicated, the pupils worked withinteresting sources of evidence and questions were used skilfully to aid understanding.Learning was consolidated with a well presented and systematic exercise. Unsatisfactoryteaching was observed in a Year 10 lesson on the growth of the canal system. The


planning of this lesson was insufficient and learning objectives and tasks were neithercommunicated clearly nor well linked. As a result much time was wasted as the teacherworked round the class clarifying the work for individuals, and coping with increasinglydisruptive behaviour.

171. Improvement since the previous inspection is satisfactory. Support for the teachingof history within the Year 7 combined studies programme is better, and teachers’confidence in using subject knowledge has improved. A wider range of assessmentmethods is being employed but many procedures are not yet refined enough, includingjudgements of National Curriculum levels of attainment. There is less reliance on textbooks,but there remain insufficient resources suitable for supporting pupils with learningdifficulties. Development planning has been introduced. However, there is no indication ofpriorities. There are no clearly stated targets and success criteria against which progresscan be measured. There is a lack of plans stating what action will be taken and no cleartime-scales.

Information technology

172. At the end of Key Stage 4 in 1997, examination results in GCSE informationsystems were well below the national average. The course did not run in 1998. Insufficientuse of computers across the curriculum contributed to the low results. No girls opted for thecourse. The course is now under new management and is co-ordinated by the head ofbusiness studies. The department has set itself a rigorous target - to attain 50% of thegrades in the GCSE examination at A* to C. Standards are on track to achieve this result.Much of the new-found success can be attributed to a refined marking system, improvedresources and strategic planning. The department keeps accurate records of all pupils’attainments. Where pupils are struggling with the GCSE criteria, the certificate ofachievement has been introduced, enabling pupils to be accredited for each unit theycomplete.

173. Attainment in lessons for information technology at Key Stage 3 is in line withNational Curriculum expectations for most strands of the subject. Pupils have goodcomputer-communication skills and data handling ability. They have a very clearunderstanding of the effect computers have on society. However the school is failing tomeet National Curriculum requirements for using sensors to measure variables andcomputers to control movement. The lack of cross-curricular activity in computer work,insufficient staff training and a general lack of programmes and equipment compound thisproblem. Over the curriculum as a whole, pupils’ standards of attainment in informationtechnology are below average. They have insufficient opportunities to develop skills in useof information technology in all subjects.

174. Progress at Key Stage 3 is good in lessons specifically for information technology.When pupils join the school in Year 7, they write about their previous experience withcomputers which they use at home or in their primary school. This writing is used as thebasis for early planning. Through class discussion in Year 7, pupils’ progress accelerates,as they establish an understanding of how to process information which directly relates totheir everyday lives. They move on to exciting mini-projects where they work in pairs,processing information with computers to solve imaginary crimes. The buzz of ‘detectivework’ in this project shows that pupils understand the computer is a tool to help solveproblems rather than a machine that controls situations. In Years 8 and 9, pupils workthrough well-planned modules that encourage creativity in problem solving, for example thedesign of headed notepaper for a sports club. Pupils enjoy the new skills of manipulatingtext and pictures and become very interested in the use of colour to enrich a design. In


Years 10 and 11, pupils’ skills develop further and, through marking against strict criteria,they are helped to make good progress in lessons specifically for information technology.Where pupils cannot reach the required standards for GCSE, they are helped to progressin ‘coursework clinics’. If this extra support does not increase their rate of progress enough,pupils consider a revised target of a certificate of achievement. Low attainers, includingthose with special educational needs, make good progress and regularly contribute todiscussions. Their confidence increases considerably. This helps to raise their self-esteemand in turn enhances the quality and presentation of their own work.

175. However, across the curriculum as a whole, pupils’ progress in informationtechnology at both key stages is insufficient because there is inadequate opportunity forthem to progress outside the lessons specifically for information technology. Many pupils atKey Stage 4 barely use computers at all.

176. Pupils’ attitudes to computer-work are enthusiastic. Regular class debates focus onthe role of the computer in society, highlighting the moral and ethical dilemmas that datacollection and storage create. The computer rooms are respected and used well, althoughthe room at Welbeck is small and its size limits flexible group-work. Relationships are verygood and pupils respect each other’s skills and are very proud of their achievements ininformation technology.

177. Teaching in specialist lessons of information technology is always good and oftenvery good. Teaching staff are well organised. Unexpected problems, such as staff absence,do not damage continuity because a database of lesson-plans is available for all temporaryteachers. Expectations are clear and teachers’ advice to pupils on their work helps to raisestandards. Self-discipline is an expectation of the department. The good role modelpresented by enthusiastic teachers has a positive influence on pupils’ learning. Time is wellused in lessons. Pace is brisk. Targets are set and achievement of those targets ismonitored in lessons and in rigorous homeworks. Pupils are not yet using self-assessmentto identify their strengths and weaknesses. Teachers’ assessment of pupils’ work is wellmapped out and used as part of each lesson plan. However, teachers of all subjects do notuse information technology enough and lack training.

178. The previous inspection highlighted problems with planning to meet therequirements of the National Curriculum. These problems have now been resolved, with theexception of the use of sensors and control. Access to computers, also previouslyhighlighted, has improved, but the ratio of computers to pupils is still below the nationalaverage. The lack of a co-ordinator for information technology, with a whole-schoolmanagement role, and the absence of support from a technician are significantweaknesses. There is insufficient use of information technology across all subjects of thecurriculum and departments are failing to meet the statutory requirement to teachappropriate information technology within their subjects.

Modern languages

179. In 1998, GCSE results at grades A* to C were below the national average.Candidates achieved 31% A* to C grades in French and 38% in German, in contrast tonational averages of 41% and 48% respectively. In 1997, GCSE A* to C results in Frenchwere 25% against 44% nationally, but the small group then taking German attained 75% incontrast to a national figure of 50%. In both years, attainment of an A* to G grade wasbroadly average in both subjects.

180. By the end of Key Stage 3, attainment in French and German is below national


expectations. Higher attainers meet expectations, but others are below. Listening is thebest developed skill, and pupils usually grasp the meaning and some details of what theyhear. For example, Year 9 lower attainers understand orders and prices in cafes inGerman. Higher attainers understand the more complex language of French work on theenvironment. Pupils lack confidence in using tenses, apart from the present. Averageattainers read short passages and instructions satisfactorily, but have insufficientopportunity to tackle longer pieces. Lower attainers generally write sentences intelligibly.The more able manage paragraphs. Speaking is the least developed skill. Higher attainersneed little English in lessons, but they do not confidently use the foreign languages forroutine needs and explanations. Pupils rarely take the initiative in conversation. Accentsare usually much affected by English and exchanges are short, needing much prompting.

181. By the end of Key Stage 4, except for higher attaining classes in German,attainment is below national averages. Listening, subject to the need for some repetition, issatisfactory. Pupils read short pieces well, but writing is seldom lengthy, and only a fewpupils, for example in Year 11 talking about holidays and travel, use language well inconversation. Girls do better than boys, following national trends.

182. Pupils make satisfactory progress at Key Stage 3. Most pupils increase theirunderstanding of vocabulary well in classes grouped according to ability in the subject.Higher attainers build up knowledge of their second foreign language quickly, particularlyso in German. At Key Stage 4, progress is satisfactory overall, but better in German thanFrench. Pupils with special educational needs make good progress in work adapted to theirneeds. They work well from the start of lessons, for example quickly learning names ofanimals in Year 7. The vast majority go on to attain grades at GCSE.

183. Pupils’ attitudes and behaviour in lessons are generally good. Relations with staffare good. Occasionally when lessons move too slowly, pupils grow restless. Sometimes they arrive at lessons in a restless mood and teachers work hard to ensure theyconcentrate on learning. High attaining classes at Key Stage 3 are required to study twolanguages from Year 8. However, very few indicate that they want to do so at Key Stage 4,and numbers now doing so are small.

184. Teaching is usually satisfactory. Courses meet National Curriculum requirements. Inthe best lessons, teachers use the languages extensively and insist on their use by pupils.Where learning is less successful, teachers create too few opportunities for pupils to speakthe languages, particularly to each other, and use too much English. Teachers generallyplan suitably varied activities, covering several skills, but in many cases deliver them tooslowly and do not hold pupils’ attention enough. In some cases they lack confidence instretching pupils intellectually, limiting their attainment. Good features were found moreconsistently in German lessons than in French.

185. Since the last inspection, GCSE results have improved. New classrooms haveimproved the accommodation for languages at Moorfield, but these rooms haveunsatisfactory acoustics and there is intrusive noise from heater-fans. End-of-unit testinghas addressed most shortcomings in assessment, but day-to-day marking is inconsistent,often cursory, and conveys little idea of progress.

Music

186. In 1997 and 1998, GCSE results were well below the national average. Attainmentin music at the end of Key Stage 3 is below the national expectation. At Key Stage 3,younger pupils sing enthusiastically and respond imaginatively to the music they hear, but


their descriptive vocabulary is limited. Composing throughout the key stage isunderdeveloped. Resources are insufficiently varied, accommodation restricts group workand pupils are not given sufficient time to develop their ideas or work together.Compositions are short and episodic, but show some sensitivity. Performing skills are belowaverage. Pupils in Year 9 were reluctant to perform their work in view of the rest of theclass, who in turn displayed poor listening skills as an audience. Pupils complete writtenwork conscientiously, but do not easily relate the content to its practical applications.Standards of performing and composing at Key Stage 4 are below average. They areadversely affected by the restricted previous experience of most pupils. Only a few pupilswho choose music at Key Stage 4 have traditional instrumental skills. Higher attainingpupils at Key Stage 4 compose imaginative, extended pieces and know how to usetechniques such as modulation and chromaticism. They perform pieces of moderatedifficulty competently. Pupils of average ability compose shorter, clearly structured pieces inwhich ideas are developed to a limited extent. Their performing of moderately easy piecesis not confident. Many pupils, whose performing depends on playing electronic keyboards,cannot acquire necessary techniques because chairs in the music room are too low for theheight of the tables currently in use. Lower attainers use simple techniques which theyhave been taught, to compose short, underdeveloped pieces.

187. Progress is unsatisfactory at Key Stage 3, but satisfactory at Key Stage 4. Youngerpupils at Key Stage 3 make good progress in listening and appraising and in singing, buttheir progress in composing is interrupted by the way their course is organised. Theprogress of older pupils at this key stage is unsatisfactory in composing, performing andlistening because of current difficulties of organising a satisfactory course which givesproper attention to continuity and progression in learning. The adverse effects of limitedresources and inadequate furniture are made worse by inconsistencies in the timetable. Allmake for slow progress. Pupils at Key Stage 4 make satisfactory progress in lessons, andgood progress over time, in all aspects of the subject. At both key stages, pupils withspecial educational needs make good and, at times, very good progress, often because thelevel of challenge is appropriate to their abilities and the expectation of work-rate is flexible.

188. Pupils are courteous and behave in an orderly manner. Most concentrate wellthroughout lessons but a small number of girls in Year 9 persistently chatter and have poorconcentration. When working in pairs and small groups, pupils work purposefully, sharingideas and equipment well. They are not confident when required to think imaginatively, orwhen performing their work in class.

189. The quality of teaching is generally satisfactory. At Key Stage 4, teaching is whollysatisfactory, but at Key Stage 3 it is of variable quality and not always effective in promotinglearning. Most is satisfactory or good, but in around one third of lessons seen at Key Stage3 teaching was unsatisfactory. All lessons are properly planned, and resources aregenerally accessible. Where teaching is good, relationships are relaxed, a receptiveatmosphere is established, and enthusiasm for learning is shared with pupils. Pace isbrisk, objectives are clear, activities are varied and the methods used make learningenjoyable, building on pupils' previous experience. In unsatisfactory lessons, ideas andconcepts are taught without opportunities for pupils to relate new learning to earlier orrecent experience. Too much time is given to written exercises at the expense of practicalactivities and longer-term objectives are not clear. Whole group teaching does not providesufficient challenge for pupils of higher and average ability. Expectations of outcomes aretoo low and too much time is devoted to a single, often undemanding, activity.

190. The department has made satisfactory improvement since the previous inspection,with the appointment of a co-ordinator for the arts who has established a scheme of work


which includes very good assessment procedures. The number of pupils learning to playinstruments is gradually increasing, and a number of valuable extra-curricular activities,including a community concert band, support pupils by providing opportunities to perform inpublic. The over-emphasis on listening and writing persists, and the variety of resources isinsufficient. Tuned percussion, ethnic instruments and music-technology are not provided.

Physical education

191. Attainment at the end of Key Stage 3 is at the nationally expected level, overall. Itvaries with the activity. Boys and girls have above-average attainment in dance. Theyunderstand notation and terms describing different movements. Boys have strength, speedand good basic skills in rugby. Girls in netball do not always use secure footwork, but inYear 8 girls work co-operatively to produce linked sequences. Attainment at the end of KeyStage 4 is average. Boys achieve above this level in football. In the 1997 GCSEexaminations, one in three pupils gained A* to C grades. In 1998, one in ten did so, aproportion well below the national average. The small cohorts who choose the subject forexamination differ considerably in ability year on year. In current GCSE lessons, pupilsattain average standards. They have a sound understanding of the components of fitnessand are able to give examples of how to improve flexibility. Pupils at both key stages havea sound understanding of fitness, and are able to warm up and stretch effectively. Abouthalf of all pupils attend extra-curricular activities. They display very good levels ofattainment and many football, rugby, and athletics teams, of both genders, achieve goodresults in district competitions.

192. Pupils’ progress at Key Stage 3 is mainly good. Pupils join the school with little or noknowledge of fitness. They quickly acquire an understanding of body systems and knowhow to check their pulse rate. Girls make good progress with planning skills in gymnasticsfrom Year 8, and work well together on sequences. At Key Stage 4, very good progress ismade in dance and football, when pupils are well motivated by the teacher and lessonshave pace and rigour. Teachers ensure pupils of all levels of attainment progress well, byusing a variety of methods. They divide groups appropriately, use support staff well indance, and have a good knowledge of and very good relationships with pupils.

193. Pupils at both key stages are interested in learning. They enjoy taking responsibilityfor planning and leading activities. They concentrate well and their behaviour is good. Thefull curriculum for Key Stage 3 can only be taught in Years 8 and 9 when there is agymnasium on site. National Curriculum requirements are met, but the uneven delivery ofthe curriculum over the key stage has an adverse effect on pupils’ motivation andattainment levels in gymnastics. A small number of pupils do not regularly take part inlessons. However, the enthusiasm of most pupils is shown by the large numbers, about halfthe school, who take part in extra-curricular sport, including sporting competitions. Pupilswith special educational needs make progress in line with other pupils.

194. Teaching is never less than satisfactory at either key stage. Just under half is goodor very good. There is a good balance between pupils' involvement in the planning,performing and evaluation of their work in well taught lessons. Teachers organise pupils,space and resources well with safety in mind. Homework is used regularly to enhancelearning in dance and GCSE lessons. All teachers of physical education and many otherssupport the extensive range of extra-curricular activities.

195. Since the previous inspection, many improvements have been made. The head of department gives clear educational direction. The Key Stage 4 curriculum now meetsrequirements. There is better liaison with dance. Well presented units of work are in place


and thorough assessment procedures have been established. Extra-curricular activities inphysical education and dance are now a strength of the school. The only indoor facility forphysical education is the gymnasium at Moorfield. This considerably limits the breadth andbalance of the curriculum for all year groups. The curriculum at Key Stage 3 restrictsgymnastics to Years 8 and 9 because indoor accommodation for physical education atWelbeck is unsafe.

Dance

196. At the end of Key Stage 3, the attainment of boys and girls is above nationalexpectations. Teaching focuses on planning and evaluative activities using a variety ofstimuli in addition to pupils' own performance. Dance is part of the expressive arts, danceand drama, GCSE course at Key Stage 4 (see drama entry above). Pupils are currentlyattaining average levels in the dance component of the course. Very good subjectexpertise, linked with good class management and rapport with pupils are positive featuresof the teaching. Homework is regularly set at both key stages and extends the depth oflearning. The dance and drama studio is well set out with facilities for pupils to sit at desksor work in a small movement area. Displays and annual scrapbooks create a visuallystimulating environment. Thorough assessment procedures are in place and links with thephysical education department and expressive arts faculty give good support to theteacher.

Religious education

197. Results of the full course GCSE examination in religious studies in 1998 showed adrop in attainment compared with the 1997 results. There were 40 entries for theexamination and, of these, 37% attained grades A* to C which was below averagestandards. However, 43 pupils were entered for the new short course in religious studies,and 58% of these attained grades A* to C, a result above the national standards. Thirty-three pupils out of a total of 46 were successful in gaining a certificate of achievement inreligious studies. These results represent a good level of attainment with most pupilsgaining qualifications at an appropriate level.

198. At the end of Key Stage 3 pupils’ attainment at age 14 is in line with the standardsexpected, as defined in the local agreed syllabus for religious education. By the end ofYear 9, most pupils have a sound knowledge and understanding of the main beliefs andpractices of Christianity and other major world religions such as Hinduism and Judaism.Their responses in discussion and written tasks show that they have rememberedaccurately what they have learnt in previous lessons, and that they can use this knowledgeeffectively in class discussions, and in their written tasks. For example, pupils in a Year 9class recalled the different kinds of promises made in Christian marriage services andcompared them thoughtfully with the responses made during Hindu wedding ceremonies. Throughout the key stage, higher attaining pupils produce a variety of written work of highquality such as posters and booklets, and many pupils of all levels of attainment presenttheir work neatly and attractively, often illustrating it in a lively and imaginative way. Forexample, pupils in Year 7 produced informative booklets as a result of visits to localchurches, using their own photographs to highlight some of the interesting features inarchitecture and furnishings. However, the work of some pupils is careless and untidy, andthere are gaps in some books because work has not been made up after absence.

199. By the end of Key Stage 4 pupils' overall attainment is average. Most have asatisfactory understanding of the rites of initiation into a faith, such as baptism. They havea firm knowledge of contemporary attitudes towards moral issues like divorce and the


sanctity of life, which they consider in a mature way. However, in lessons seen, there wereexamples of attainment which was both above and below average. For example, somehigher attaining pupils in Year 10 had a good understanding of the importance ofsacrament and symbolism in Christian ceremonies. Where attainment was below averageit was mainly because the teaching was less than satisfactory, and pupils had either toomuch or too little to do. In both Years 10 and 11, pupils use information effectively from avariety of sources, including videos, newspaper articles, artefacts, textbooks and factsheets, to support their viewpoints. A lower attaining group in Year 10 made good use of awide range of resources in their project work on funeral services and bereavement. Thestandard of written work is generally satisfactory, although some writing lacks sufficientdepth and detail.

200. Most pupils make good progress over Key Stage 3. They gain in knowledge andunderstanding of the subject, and learn to express themselves clearly in speech andwriting. However, standards of literacy limit the progress of some pupils. Pupils of all levelsof attainment make better progress than expected when they take an active part in lessonsand are encouraged to work independently, either individually or in groups. For example, ina Year 8 class, pupils learned how to locate information in the Bible for themselves. OverKey Stage 4, most pupils make good progress in developing their skills of discussion, andin setting out their viewpoints in a logical way.

201. At both key stages, most pupils with special educational needs make good progresstowards the targets set for them. This is particularly so when tasks and teaching styles arewell matched to pupils' needs, and teachers, support staff and pupils share good workingrelationships.

202. Attitudes of pupils are good overall and sometimes very good. Attitudes to learningare influenced strongly by the quality of teaching. Where lessons are lively and wellprepared, pupils respond positively, listening attentively and sustaining concentration.Pupils become restless when the lesson is slow to start, or when tasks are not sufficientlychallenging. The material they read and discuss in religious education helps them todevelop as persons. Many pupils express thoughtful opinions about the different traditionsof celebration and worship, and the way in which people are persecuted because of theirreligious beliefs. Relationships within the classroom are generally good. Pupils listenattentively and sustain concentration. They often show initiative and work togetherconstructively, as, for example, in a Year 9 class where groups of pupils designed postersfor use with younger pupils.

203. The quality of teaching is good overall and best at Key Stage 4. However, in somelessons, teaching was less than satisfactory. This was mainly because the aims of thelesson were not clear, and pupils were given tasks which were either too difficult or tooimprecise. In the most effective lessons, teachers have good knowledge and understandingof the subject, and are confident and enthusiastic. In question and answer sessions, theyare skilful in helping pupils to remember and build upon what they have learned in previouslessons. Classroom routines are well established and proceed smoothly, so that pupils canconcentrate on their learning. Lessons move at a purposeful pace, and teachers useresources well in a variety of activities which challenge pupils to think things out forthemselves and practise subject skills. In these lessons, pupils enjoy their work, particularlywhen they can engage in discussion, and make good progress. Teachers mark pupils' workregularly and report clearly on progress. Teaching contributes well to pupils' experience ofspiritual, moral, social and cultural matters through the content of the curriculum providedand the opportunity for them to reach informed views on issues of significance in their lives.Pupils gain much worthwhile experience.


204. Since the previous inspection, response has been positive to concerns raised aboutthe shortage of time available for teaching at Key Stage 4. Time now allotted to religiouseducation fully meets national recommendations. Assessment and marking have improved, but sometimes comments on pupils' work at Key Stage 4 do not give sufficientguidance on how pupils can improve. Resources have improved since the last inspection,but there are still some gaps in textbook provision and bibles are in short supply. Pupils ofall ages enjoy using the high quality resources from the schools' library service to enhancethe quality of their project work. Pupils with special educational needs are well provided for.

Vocational courses

205. At Key Stage 4, optional subjects for GCSE include the vocational courses ofbusiness studies and child development. Pupils often opt for these courses in increasingnumbers because of the vocational experience involved and the good reputation thecourses are gaining across the school.

206. GCSE child development attracts mainly girls who wish to follow a career in care.Teaching expertise is high, and pupils are required to complete extensive independentwork. This includes a ‘child study’, where knowledge of the work of researchers in the fieldof child development, such as Piaget, adds to pupils’ personal research. Marking is verydetailed and diagnostic. Individual mentoring of pupils is used to help them raise standards.Examination results in 1998 were well below national averages, but candidates attained thegrades which prior attainment had indicated were to be expected.

207. GCSE business studies attracts a balance of boys and girls. In 1998, GCSE resultswere well above the national average at the A* to C grades, building on the positive resultsof the previous year. Very good lesson planning, work to match pupils’ ability and detailedmarking of both homework and classwork lead to high standards. Informative wall displays,which also celebrate pupils’ work, are regularly used in teaching, setting a benchmark forpupils to achieve. Pupils use examination criteria to monitor their own work. Pupils explorenew topics, such as employment law and payroll issues, in challenging discussions. Manypupils are able to draw on personal experience to bring an element of local realism to theexamination course.


PART C: INSPECTION DATA

SUMMARY OF INSPECTION EVIDENCE

208. The inspection team consisted of thirteen inspectors who spent 132 hoursinspecting 146 lessons and many registrations, assemblies and extra-curricular activities.Thirty planned discussions were held with teaching and support staff and with governors.Inspectors studied, in depth, the work of a representative sample of six pupils from eachyear group, and some work by pupils with special educational needs. Planned discussionswere held with all the pupils whose work was scrutinised. Discussions, both formal andinformal, were held with many more. The considerable amount of documentation providedby the school before and during the inspection was analysed. The registered inspector andthe lay inspector held a meeting for 18 parents before the inspection and the teamconsidered the responses to a questionnaire returned by 123 parents.


DATA AND INDICATORS

Pupil data

Number of pupils onroll (full-timeequivalent)

Number of pupilswith statements of

SEN

Number of pupils onschool's register of

SEN

Number of full-timepupils eligible forfree school meals

Y7 - Y11 831 70 175 180

Teachers and classes

Qualified teachers (Y7 - Y11)

Total number of qualified teachers (full-time equivalent) 47.6Number of pupils per qualified teacher 17.46

Education support staff (Y7 - Y11)

Total number of education support staff 27Total aggregate hours worked each week 524

Percentage of time teachers spend in contact with classes: 79.4

Average teaching group size: KS3 23KS4 21

Financial data

Financial year: 1997-8

£Total Income 1843360Total Expenditure 1822202Expenditure per pupil 2203Balance brought forward from previous year -116692Balance carried forward to next year -95534


PARENTAL SURVEYNumber of questionnaires sent out: 831Number of questionnaires returned: 123

Responses (percentage of answers in each category):

Stronglyagree

Agree Neither Disagree Stronglydisagree

I feel the school encourages parents to play anactive part in the life of the school 13 61.8 17.1 7.3 0.8I would find it easy to approach the school withquestions or problems to do with my child(ren) 28.5 65 5.7 0 0.8The school handles complaints from parents well

15.4 50.4 25.2 6.5 2.4The school gives me a clear understanding ofwhat is taught 12.2 61 17.9 5.7 3.3The school keeps me well informed about mychild(ren)'s progress 24.4 56.1 8.1 8.1 3.3The school enables my child(ren) to achieve agood standard of work 19.2 63.4 12.2 2.4 2.4The school encourages children to get involvedin more than just their daily lessons 27.6 55.3 12.2 3.3 1.6I am satisfied with the work that my child(ren)is/are expected to do at home 22 52.8 8.9 9.8 6.5The school's values and attitudes have a positiveeffect on my child(ren) 15.4 51.2 22.8 8.9 1.6The school achieves high standards of goodbehaviour 7.3 45.5 30.1 12.2 4.9My child(ren) like(s) school

20.3 61 8.1 8.1 2.4

Other issues raised by parents

No other general issues were raised beyond those from questionnaire returns. However, theinspection team found the views of parents very valuable in helping to guide the inspection.

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