Henley In Arden School

Age group 11–16 Inspection date(s) 11–12 January 2012 Inspection number 385561 Henley in Arden High School Inspection report

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Unique reference number 136991 Local authority N/A Inspection number 385561 Inspection dates 11–12 January 2012 Lead inspector Rashida Sharif HMI

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This inspection of the school was carried out under section 5 of the Education Act 2005.

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Type of school Academy School category Non-maintained Age range of pupils 11–16 Gender of pupils Mixed Number of pupils on the school roll 625 Appropriate authority The governing body Chair Gordan Cutler Headteacher Paul Wright Date of previous school inspection 9 December 2008 School address Stratford Road Henley-in-Arden B95 6AF Telephone number 01564 792364 Fax number 01564 792411 Email address admin@henleyschool.com achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education a nd training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked

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after children, safeguarding and child protection. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when.

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You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk , or look for the link on the main Ofsted website: www.ofsted.gov.uk

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Introduction

This inspection was carried out with two days notice. Inspectors observed 33 teachers teaching 33 lessons, of which five were joint obsrvations with members of the senior team. In addition, they observed the school’s work and looked at data on students’ progress, a range of policies and planning documents, the school’s self- evaluation, the single central record of safeguarding checks of staff, minutes of the governing body. The inspection team observed the provision of support for students with special educational needs and/or disabilties. Meetings were held with students, staff and members of the governing body. The team analysed questionnaires returned by 289 parents and carers, 84 students and 45 staff and took account of ‘Parent View’ in planning the inspection. Meetings were held with three groups of students.

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Information about the school

This is a smaller than average secondary school with specialist status for performing arts. Students are predominantly of White British heritage. The proportion of students known to be eligible for free school meals is below average. The proportion of students identified as having special educational needs and/or disabilities is average, although the percentage of students who have a statement of special educational needs is higher than average. The school exceeds the current floor standard set by the government, which determines the minimum expectations for attainment and progress.

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Information about the school

The school converted to an academy in August 2011. It has gained a number of awards, including Sportsmark, Eco-schools and Arts gold award.

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Key findings

 Henley in Arden is a satisfactory school. Attainment overall is in line with the national average at the end of Key Stage 4. The progress of different groups is satisfactory, with some indications of a gradual improvement, especially for boys and those with special educational needs and/or disabilities.

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Key findings

 Teaching is improving to enable students to make good progress. Some outstanding lessons were seen which provide examples of good practice for the school to build on. Nonetheless, inconsistencies in the quality of teaching, especially in mathematics and science, hinder many students in making the best progress they are capable of. The school is more effective in supporting students whose circumstances make them potentially vulnerable. As a result, these students are now beginning to make good progress.

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Key findings

 The behaviour of students observed by the inspection team in lessons and around the school was seen to be generally good. They are courteous, friendly and helpful. However, a significant minority of those parents and students who responded to the questionnaires raised some concerns about behaviour particularly in lessons. Despite this, both indicated that poor behaviour if and when it occurs is dealt with swiftly and effectively. Students from different backgrounds get on well together.

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Key findings

 Respect for the headteacher is evident in the questionnaires returned by students, staff and parents. Senior leaders and managers are appropriately deployed to ensure priorities for improvement are implemented as planned. Senior staff and the governing body know the school’s strengths and weaknesses. However, there is some inconsistency in how systematically and analytically leaders, including middle leaders, use the information gathered from self-evaluation to help raise performance when compared to the national averages.

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Key findings

 Performance management is being used well to improve the quality of teaching. Where teaching is not good enough effort is made to remedy this.

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Key findings

Schools whose overall effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

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What does the school need to do to improve further?

 Increase the rate of progress made by students in their academic work by:  ensuring that the quality of teaching consistently matches the best in the school, especially in mathematics and science  providing more precise feedback in all lessons to help all students make the progress they are capable of  ensuring that students are given opportunities to work independently as well as in groups  ensuring lessons proceed at a good pace and use a range of teaching styles so that all students are fully engaged  ensuring all teachers take greater responsibility for students writing accurately in the subjects they teach.

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What does the school need to do to improve further?

 Ensure all leaders and managers use the information gathered from self- evaluation more systematically and analytically, in order to:  gain a more accurate picture of the school’s performance when compared to national averages, so as to further focus the school’s actions for improvement.

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Achievement of pupils

Attainment has kept pace with the national average since the previous inspection. The proportion of students gaining five A* to C GCSE grades including English and mathematics at the end of Key Stage 4 recovered after a dip in 2010. In 2011 unvalidated data shows that the proportion of students gaining five A* to C grades including English and mathematics at the end of Key Stage 4 rose to above the national average. In lessons seen during the inspection and from the information available from the school’s assessment system, students’ progress continues to be broadly satisfactory although much emerging good practice was observed. For example, assessment information is used to identify and provide targeted support that engages student interest. In these lessons students are keen to learn and work hard both independently and in groups. Boys continue to perform less well then girls, as do those of middle ability. There are indications of a gradual increase in the rate

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Achievement of pupils

of some students’ progress, especially in Year 10 and 11, but progress in other year groups varies, depending on the quality of teaching.

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Achievement of pupils

One of the school’s strengths is its inclusive approach to supporting students, especially those with special educational needs and/or disabilities and other complex needs. Targeted pastoral and academic support for students with emotional and social needs enables them to make progress in line with their peers. This is endorsed by the majority of the parents who responded to the inspection questionnaires.

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Quality of teaching

The school has very rightly focused on improving the quality of teaching and learning. This has resulted in a steady increase in the proportion of good and outstanding lessons since the school’s last inspection. However, the quality of teaching and learning is not yet sufficiently good to ensure that all students make consistently good progress, for example in mathematics and science. The inconsistency in quality is especially apparent in the mixed and some lower-ability sets because teachers do not always plan their lessons precisely to meet these students’ different learning needs, preventing overall achievement from being better than satisfactory.

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Quality of teaching

In the good and outstanding lessons, students are highly motivated, learn independently and work collaboratively because tasks are varied, well-structured and relevant. Learning objectives are specific to meet the range of abilities, and focus on developing students’ comprehension and communication skills well. Consequently students, including boys and those with special educational needs and/or disabilities are engaged in their learning. Teachers apply their good subject knowledge to pose challenging questions around social issues and moral dilemmas. For example, in a Year 11 English lesson students were encouraged to learn in depth through discussion and debate, how a poet and artist used colour and symbolism to deliver a complex view of right and wrong and good and evil. The tasks are well structured and resources are used well to enthuse and engage students. Relationships are good between staff and students and amongst students. Marking and feedback on

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Quality of teaching

students’ work are precisely focused on how to achieve higher levels or grades. In these lessons, teaching assistants are effectively deployed alongside students who require additional support. Responses from students and parents and carers to the inspection questionnaires support the view that their child is taught well and is making good progress.

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Quality of teaching

In the less effective lessons, teachers have a tendency to talk too long with over- lengthy explanations that are repetitive, hindering students in engaging in their learning. The lessons are over-directed so that the whole class stops and starts together, regardless of whether it needs to or not, leading some students to become restless. Teaching assistants are not always well deployed and are not able to work with students while the teacher is talking. Although all teachers are specialist in their subjects and subject specific vocabulary is highlighted in plans, opportunities are missed to develop writing skills in different subjects. Consequently the progress that the students are capable of is slowed down leading some to occasionally become frustrated.

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Behaviour and safety of pupils

Students who completed the questionnaires and those that inspectors spoke with say they feel safe and that if any bullying were to occur it is dealt with swiftly. They know who to go to if they have any concerns. The school’s pastoral support is its strength. This is confirmed by the vast majority of parents and carers. In most of the lessons and around the school most students behave well. However, in some lessons observed there was some low-level disruption, such as a few students continually talking when the teachers were responding to questions raised by other students. This was reflected in the views of a significant minority of parents and carers, and students who returned the inspection questionnaires disagreeing that behaviour was good in lessons. However, a very small number of students from across the age range who are noted to have difficulties in managing their own behaviour are supported well by the inclusion team. Fixed-term and permanent exclusions rates

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Behaviour and safety of pupils

have declined since the last inspection. There have been no recorded incidents of bullying or racism. No incidents of inappropriate racist behaviour were observed by the inspection team during the two days of the inspection.

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Leadership and management

The headteacher, the senior leadership and the governing body know what the school needs to do to improve further. The focus on professional development, and good partnership work with parents, carers and external agencies have combined well to ensure that equality and diversity are addressed through the school’s inclusive community. The focus on teaching and learning has enabled the work to be monitored and evaluated more regularly. However, senior leaders’ judgments regarding the quality of teaching and learning did not always match those of the inspection team. As a consequence of all these and other aspects of leadership and management, improvements are beginning to emerge, particularly in raising overall achievement and in the performance of boys, indicating the school has the capacity to continue to improve. The governing body holds senior leaders to account for all aspects of the school’s performance including ensuring that all safeguarding

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Leadership and management

arrangements are in place. It has an accurate view of the school’s performance.

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Leadership and management

The system for tracking individual students over their time in the school secures a clear picture of their progress at an individual level. Senior leaders use this information appropriately to regularly check with teachers how individual students are progressing toward their targets. However, some middle leaders’ understanding of the process of analysing the attainment and progress of groups of students in relation to national expectations are underdeveloped. Consequently some middle leaders do not have an accurate enough picture of the school’s overall performance when compared to national expectations.

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Leadership and management

The curriculum is good because the spiritual, moral, social and cultural development of students is promoted well through planned opportunities to offer a variety of experiences. For example, the performing arts and the English department liaise well to increase levels of participation in dance, drama and music. This is further enhanced through, for example, the school’s performing arts curriculum which extends into the local and wider community. Students take leadership roles and participate in decision making, both in the school and in the wider community. Students in years 10 and 11 play an active role as mentors in creating a harmonious and supportive community for students in Years 7 and 8. Students speak well of the school particularly in how they are valued and are proud to show off their numerous achievement badges.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils’ needs. Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well. Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils. Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

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Type of school Outstanding Good Satisfactory Inadequate

Nursery schools 46 46 8 0 Primary schools 8 47 40 5 Secondary schools 14 38 40 8 Special schools 28 48 20 4 Pupil referral units 15 50 29 5 All schools 11 46 38 6

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements have been introduced from 1 January 2012. This means that inspectors make judgements that were not made previously. The data in the table above are for the period 1 September 2010 to 31 August 2011 and represent judgements that were made under the school inspection arrangements that were introduced on 1 September 2009. These data are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk ). The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Primary schools include primary academy converters. Secondary schools include secondary academy converters, sponsor-led academies and city technology colleges. Special schools include special academy converters and non-maintained special schools.

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Type of school Outstanding Good Satisfactory Inadequate

Percentages are rounded and do not always add exactly to 100.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning and development taking account of their attainment.

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Common terminology used by inspectors

Attainment: the standard of the pupils’ work shown by test and examination results and in lessons.

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Common terminology used by inspectors

Attendance the regular attendance of pupils at school and in lessons, taking into account the school’s efforts to encourage good attendance.

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Common terminology used by inspectors

Behaviour how well pupils behave in lessons, with emphasis on their attitude to learning. Pupils’ punctuality to lessons and their conduct around the school.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving based on its self-evaluation and what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the governors and headteacher, to identifying priorities, directing and motivating staff and running the school.

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Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school’s overall effectiveness based on the findings from their inspection of the school.

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Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils’ attainment at the end of a key stage with their attainment when they started.

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Common terminology used by inspectors

Safety how safe pupils are in school, including in lessons; and their understanding of risks. Pupils’ freedom from bullying and harassment. How well the school promotes safety, for example e-learning.

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carers to share with their children. It describes Ofsted’s

main findings from the inspection of their school.

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Inspection of Henley in Arden School, Henley-in-Arden, B95 6AF

Thank you very much for your help during our visit. We found what you had to say very interesting and helpful in making our judgments about your school. We enjoyed observing many of you in lessons and talking with you about what you thought about the school. We read the questionnaires that some of you and your parents and carers completed. As a result of the inspection, we judged Henley in Arden to be a satisfactory school.

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Inspection of Henley in Arden School, Henley-in-Arden, B95 6AF

Some of the good things we found were as follows.

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Inspection of Henley in Arden School, Henley-in-Arden, B95 6AF

 Quite a few of your lessons are interesting and in these you make good progress.  Your behaviour around the school is generally good but in the questionnaires that some of you and your parents and carers you completed told us that some students disrupt lessons and misbehave - we looked closely at this and we found that although a few students occasionally misbehave in lessons this is handled well by your teachers.  The school looks after you well and most of you told us that you feel safe.  Many of you told us how much you appreciate the help and guidance that your teachers give you.  We were impressed with the range of opportunities you were given and to see so many of you willingly take part in the wide range of extra-curricular activities, particularly the performing arts and sports.

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Inspection of Henley in Arden School, Henley-in-Arden, B95 6AF

We did find some things that need improving. We held discussions with the headteacher, staff and the governing body about these. They are going to work to:  make sure that all of you do well in your academic work by making sure that more lessons match the best in the school, especially in mathematics and science  make sure that all leaders and managers use the information gathered from self-evaluation more systematically and analytically to make more of the improvements that are necessary.

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Inspection of Henley in Arden School, Henley-in-Arden, B95 6AF

You too can help by attending school more regularly and continuing to work hard.

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Inspection of Henley in Arden School, Henley-in-Arden, B95 6AF

Rashida Sharif Her Majesty's Inspector procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted’s website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

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