De La Salle School

De La Salle School and Language College Inspection report

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Unique Reference Number 115237 Local Authority Essex Inspection number 338545 Inspection dates 15–16 September 2010 Reporting inspector David Jones 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 Secondary School category Voluntary aided Age range of pupils 11–16 Gender of pupils Mixed Number of pupils on the school roll 749 Appropriate authority The governing body Chair Max Collis Headteacher Dr Mike Curnock Date of previous school inspection 20 June 2007 School address Ghyllgrove Basildon SS14 2LA Telephone number 01268 281234 Fax number 01268 288710 Email address admin@delasalle.essex.sch.uk

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Age group 11–16 Inspection dates 15–16 September 2010 Inspection number 338545 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 and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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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 1234 234, or email enquiries@ofsted.gov.uk .

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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 documentation 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'. Royal Exchange Buildings St Ann's Square Manchester M2 7LA T: 0300 1234 234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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Introduction

This inspection was carried out by one of Her Majesty's Inspectors (HMI) and three additional inspectors. HMI spent two days reviewing all aspects of the available data prior to visiting the school. The inspection team observed 40 lessons, all taught by different staff. Professional feedback was offered to all staff who were observed teaching. Senior staff were invited to conduct a number of joint observations of teaching and learning with inspectors. Inspectors met with nominated staff, representatives of the governing body, and groups of students in both formal and informal settings. The inspection team observed all aspects of the school's work, looked at attendance records, student progress data and reviewed all safeguarding procedures.  HMI reviewed the 262 parental questionnaires returned. A total of 150 student and 11 staff questionaires were evaluated. Formal feedback on the inspection outcomes

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Introduction

was provided to members of the governing body, representatives of the Diocese of Brentwood, senior staff and representitives of the local authority.  The inspection team reviewed many aspects of the school's work. It looked in detail at the following:  safeguarding procedures  the rising trend in standards and achievement  the use of assessment for learning  the range of curriculum provision and the impact of the school's subject specialist status  the strength of teaching and learning.

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Information about the school

The school is smaller than average and the proportion of students known to be eligible for free school meals are above the national average. The proportion of students from minority ethnic backgrounds is below the national figure and the proportion of those whose first language is not English is half the national average. The proportion of students registered by the school as having special educational needs and/or disabilities is above the national figure, as is the proportion of students with a statement of special educational needs. There are a small number of children in the school who are looked-after by the local authority. The school is maintained by the Lasallian Brotherhood within the Roman Catholic Church and is supported by the Diocese of Brentwood. The school has been granted language college specialist status and has received the following national accreditations: the Healthy Schools award; the International Schools award; Investors in People; and the Inclusion

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Main findings

This is a good school that has made considerable progress in the last two years. Outcomes for individuals and groups are good and show a rising trend. Standards of attainment have improved and are in line with the national average. The proportion of students securing five higher grade GCSEs in 2010 was in line with the national average for the first time in recent years. Equality of opportunity is good. Student progress has been significantly above the national average for the last two years. Similarly, those from a variety of ethnic backgrounds make good progress. Vulnerable students and those who find learning difficult make good progress. The improvements secured in teaching in the last two years have helped raise standards and the impact of effective teaching on the quality of learning is evident in the students' current work. Teaching is good; there are no significant inadequacies in particular subjects

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Main findings

or across year groups. The monitoring and evaluation of teaching is good and this is a real strength of the work of senior staff. Marking is generally satisfactory and there are examples of good practice. Where teaching was outstanding, the use of assessment to enhance learning was a positive factor; however, inconsistencies in the use of assessment remain in some lessons. The range of curriculum opportunities provided is good; the courses introduced in 2008 have made a positive impact on standards. However, some departments offer a limited range of examinations and this hinders further improvement in standards. In 2009, the proportion of students who remained within education, employment and training was above the national figure and good partnership arrangements have been established with a local work-place learning provider. Behaviour is outstanding; this is a reflection of the school's catholic ethos and the value

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Main findings

placed on positive student/staff relationships by the headteacher. The school has worked hard and to considerable effect to improve attendance. The students are very enthusiastic about securing access to the 'Red Carpet' whereby those who have recorded 100% attendance during the previous week has priority in the lunch queue. Attendance figures for the last academic year were above the national average. The care, welfare and guidance provided are good; parents and students spoke very positively about the nature of the individual support available. Many aspects of the school's pastoral work are outstanding. However, some administrative procedures associated with safeguarding activities required support from the inspection team to comply with current requirements. Academic guidance is good and a notable feature of the strongest teaching. In the last two years the school has accepted over 20 'guest' students, individuals who have been vulnerable in a variety of ways, including those who

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Main findings

were in danger of being permanently excluded from other local schools. All have settled in

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

well, attended regularly and made good academic progress: this is a testimony to the schools nurturing approach and high expectations. Governance is good; the work of the governing body has been enhanced by the contributions of new governors. Governors and senior staff are keen to develop a sixth- form. This ambitious step is part of the senior managements drive for improved 14-19 provision and higher standards. Many students spoke warmly about the headteacher and other staff; one young man who spoke to HMI at the end of the school day summed up the view of many when he pointed to the headteacher and said, 'He's the man that makes this place tick'. Inspectors concur. The leadership team has done well to secure the improvements in standards, teaching and learning, equality of provision, behaviour and attendance; self-evaluation is good. The school's capacity to improve further is good.

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What does the school need to do to improve further?

 Further refine the range of curriculum opportunities available by extending the range of courses within a subject area to raise standards  Develop greater consistency in the assessment for learning across the school.  Enhance the nature of the administrative arrangements that support the full range of the school's care support and guidance systems to match the quality of the pastoral care provided.

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Outcomes for individuals and groups of pupils 2

Attainment on entry has been well below average in recent years, although this is rising in the lower school. Standards at the end of Year 11 have improved notably in the last three year. The proportion of higher grade GCSE passes secured has risen by 30%. The provisional outcomes of the 2010 examinations, as measured by the average points scored, have improved by 166 points since 2008 and are now in line with the national average. The proportion of students obtaining five higher grades at GCSE including English and mathematics remains below the national average. The results secured in the school's specialist languages area continue to be above the national average. Provisional data indicates that the variation in student progress between girls and boys has been eliminated and the achievement of students in receipt of free school meals continues to be above the national average. The progress made by those who find

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Outcomes for individuals and groups of pupils 2

learning difficult is good. Students from minority ethnic backgrounds have made good progress for the lasts three years; the progress of students from a Black African or Caribbean heritage has been significantly above the national data. The students' current learning and performance in the classroom mirrors the improvements established in the most recent examination results. In the large majority of lessons, students make good progress. Lesson outcomes are strongest where there is a clear focus on what the students are expected to learn and students respond well to this challenge. In an outstanding French lesson, tasks were very well planned to match the learning needs of less able students; questioning was skilful, resources were of high quality and learning was driven forward at a brisk pace. Enjoyment and achievement is good overall, with strengths evident in individual achievement, above average attendance

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Inspectors found the students and their parents to be very positive on 'feeling safe' and observed excellent staff/student relationships to support this view. A good range of healthy school meals are available; the proportion of students engaged in sport is high and the school provides effective support for a healthy lifestyle. The students' contribution to the school and wider community is good, often coordinated by the student council and well-supported by the chaplaincy. Overall, the range of workplace and other skills the students develop towards their future economic well-being are good. Significant improvement has been secured in the students' key skills. The student's spiritual, moral, social and cultural development is outstanding. The moral and social maturity displayed by the students was particularly impressive. The section 48 faith school inspection report, completed in July 2010, gave the same judgement.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for pupils' outcomes

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Pupils' achievement and the extent to which they enjoy their learning 2

Taking into account: Pupils' attainment¹

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Pupils' achievement and the extent to which they enjoy their learning 2

The quality of pupils' learning and their progress 2

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Pupils' achievement and the extent to which they enjoy their learning 2

The quality of learning for pupils with special educational needs and/or disabilities and their progress

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2

Taking into account: Pupils' attendance¹

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The extent of pupils' spiritual, moral, social and cultural development 1

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

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How effective is the provision?

Teaching is good and clearly having a positive impact on standards and student progress. Outstanding teaching was observed in English, mathematics, science, modern foreign languages and history. The strengths of teaching included: very good relationships between teachers and students; skilful questioning which probed students' understanding; enthusiastic and committed delivery; good use of information technology; and strong subject knowledge. Outstanding lessons were characterised by highly skilled questioning, for example, in two Year 10 mathematics lessons which challenged and supported

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

students to think in depth and drove learning forward at real pace. In some other lessons, the match of task to students' learning need lacked precision, or opportunities were missed to exploit the information technology resources available. In these lessons the use of assessment to enhance learning was underdeveloped. The curriculum is good and has improved substantially since the last inspection. New pathways offering a range of courses were introduced in 2008 and have helped raise standards in the recent public examinations. The school's specialist status has strengthened the curriculum provision significantly, raising students' linguistic skills and cultural awareness. Senior staff are rightly considering broadening provision, for example, within subject areas such as science and religious education (RE) in pursuit of higher standards. Care, guidance and support are good. Although many aspects of individual pastoral care

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

are outstanding, some of the policies and administrative practices that should underpin this work have placed a limitation on this judgement. A wide range of extra-curricular activities, including sporting activities, after-school clubs and events such as 'Youth Gather', enhance learning and social opportunities effectively.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the quality of provision

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The quality of teaching 2

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

The headteacher and his senior team have embedded ambition and driven improvement effectively for the last three years. The headteacher has high expectations of the effective classroom practice required; the monitoring and evaluation of teaching and learning by senior staff are accurate and has been at the heart of much of the progress made. As a result, standards are improving and students make appropriate and often good progress towards challenging targets. Staff and the governing body go to considerable lengths to ensure equality of opportunity is good. Governance is good with a clear focus on school improvement and ambitious plans to make the most of the 'Building Schools for the Future' funding they have recently had confirmed. Safeguarding procedures are satisfactory. Community cohesion and engagement with parents and carers are good and are being enhanced by the work of the chaplaincy. The school's partnership work with the extended schools network and other

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How effective are leadership and management?

local educational institutions is good. The promotion of equality of opportunity is outstanding and has been critical to the rise in standards and achievement. Senior staff and the governing body deploy resources effectively and the school provides good value for money.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for leadership and management

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2

Taking into account: The leadership and management of teaching and learning

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Views of parents and carers

The proportion of parents and carers responding to the inspection was above average. The overwhelming majority of parents felt their child enjoyed school and believed that De La Salle was well-led and managed. Those parents who wrote to the inspection team expressed positive support for the manner in which any bullying is dealt with and the quality of personal care provided by staff. Inspectors agree with these views.

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Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at De La Salle School and Language College to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school. The inspection team received 262 completed questionnaires by the end of the on-site inspection. In total, there are 749 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 111 42 144 55 5 2 2 1 The school keeps my child safe 129 49 129 49 3 1 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 79 30 140 53 24 9 4 2

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Total % Total % Total % Total %

My child is making enough progress at this school 91 35 144 55 9 3 2 1

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Total % Total % Total % Total %

The teaching is good at this school 125 48 124 47 7 3 4 2

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Total % Total % Total % Total %

The school helps me to support my child's learning 78 30 150 57 21 8 2 1

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 67 26 169 65 16 6 1 0

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Total % Total % Total % Total %

The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 77 29 155 59 9 3 1 0

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Total % Total % Total % Total %

The school meets my child's particular needs 91 35 156 60 8 3 2 1

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 136 52 108 41 7 3 3 1

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 71 27 151 58 13 5 4 2

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Total % Total % Total % Total %

The school is led and managed effectively 135 52 117 45 3 1 1 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 141 54 108 41 5 2 3 1

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Total % Total % Total % Total %

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

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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.

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Grade Judgement Description

Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well.

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Grade Judgement Description

Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils.

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Grade Judgement Description

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

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2009 to 31 March 2010 and are the most recently published data available (see www.ofsted.gov.uk ). Please note that the sample of schools inspected during the autumn and spring terms 2009/10 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Secondary school figures include those that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection judgements.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

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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

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on 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 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. The following judgements, in particular, influence what the overall effectiveness judgement will be.

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Common terminology used by inspectors

 The school's capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

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

main findings from the inspection of their school.

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Inspection of De La Salle School and Language College, Basildon, SS14 2LA

As you know, your school was inspected recently; the inspection team enjoyed meeting you and appreciated your comments and opinions. We were all hugely impressed by the courtesy you showed adults and other pupils, and your outstanding behaviour. De La Salle is a friendly place, you told us that staff know you very well and that you appreciate the good personal care and support you receive. You told us how pleased you are with the 'Red Carpet' and the opportunity for an early lunch that good attendance brings. It was lovely to see the good progress you are making and the effective teaching provided. Many of you spoke warmly about the headteacher and one young man who spoke to me as he was leaving school summed up the view of many when he pointed to the headteacher and said, 'He's the man that makes this place tick' - we agree. I know the headteacher is ambitious to improve the school further and therefore I have

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Inspection of De La Salle School and Language College, Basildon, SS14 2LA

asked him to:  further refine the range of curriculum opportunities available  develop greater consistency in the assessment of your learning  bring up to date some of the administrative arrangements used in school. I hope I get the opportunity to visit your school on another occasion.

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www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please

telephone 0300 1234 234, or email enquiries@ofsted.gov.uk .

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