Bishop Stopford's School

Bishop Stopford's School Inspection report

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Unique Reference Number 102052 Local Authority Enfield Inspection number 355117 Inspection dates 5–6 October 2010 Reporting inspector John Kennedy 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 11–19 Gender of pupils Mixed Gender of pupils in the sixth form Mixed Number of pupils on the school roll 1036 Of which, number on roll in the sixth form 145 Appropriate authority The governing body Chair Derek Woodward Headteacher Mr Jim Owen Date of previous school inspection 12 March 2008 School address Brick Lane Enfield EN1 3PU Telephone number 020 88041906 Fax number 020 88059434 Email address headsoffice@bishopstopfords.enfield.sch.uk

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Age group 11–19 Inspection dates 5–6 October 2010 Inspection number 355117 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 and four additional inspectors. Inspectors visited 39 lessons and observed 37 teachers. They held meetings with staff, students, the Chair of Governors and a representative from the local authority who is also the School Improvement Partner. Inspectors observed the school's work and looked at its development plan and most recent reviews, analyses of students' progress, safeguarding documentation and other policies and some of the students' records. They evaluated questionnaires from 57 parents and carers, 28 staff and a representative sample from 236 students. The inspection team reviewed many aspects of the school's work. It looked in detail at the following:  The impact of leaders in improving the quality of teaching and learning, and the progress students make in mathematics and science.  The effectiveness of the school's systems for assessment, tracking and intervention

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Introduction

in reducing the gap between the achievement of boys and girls.  The quality of sixth form teaching, curriculum and guidance and the impact they have on outcomes for students.  The effectiveness of middle leaders and managers and their contribution to the school's systems for self-evaluation.

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Information about the school

Bishop Stopford's secondary school is larger than average and takes students from over 50 primary schools across a wide area of Enfield and neighbouring boroughs. Three quarters of the students come from minority ethnic backgrounds ? much higher than average ? and about a sixth speak English as an additional language. The largest proportions are of Black African or Caribbean heritages. The proportion of students who have special educational needs and/or disabilities is considerably lower than the national average, and most of these students have behavioural, emotional and social difficulties. The school was awarded specialist school status in mathematics and computing in 2004 and was redesignated as a specialist school in 2008. A new headteacher took up post in September 2009 and a new deputy headteacher with responsibility for the sixth form started in January 2010.

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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

Bishop Stopford's is an improving school which provides a satisfactory quality of education. There was a considerable dip in students' attainment in 2008. This was reversed the following year and, since then, decisive action taken to restructure the leadership team has resulted in significant improvement to the quality of teaching, and better provision in the sixth form. This is resulting in better educational outcomes for all students. Pastoral care is a strength of the school and this contributes well to the positive outcomes for students in their personal development and well-being. The quality of care was singled out for praise by some parents and carers who wrote to inspectors. Students feel safe, knowing that they can turn to staff for help if they have any concerns. The incidence of reported bullying is low. A concerted focus on punctuality has meant that few students now arrive late to school. However, some students are slow in going to lessons and this

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Main findings

means that they and others miss out because the lesson does not get off to a prompt start. Unvalidated 2010 GCSE results show a steep improvement in some key measures, such as the proportion of students gaining five or more higher grades which include English and mathematics, and in information and communication technology, where there was an increase in the proportion of students gaining higher grades. The most striking achievement in 2010 was that two fifths of the students gained three or more A/A* grades, placing the school among the best-performing comprehensive schools for this measure in the local authority. However, the overall proportion of students gaining five or more passes or higher grades remains broadly average and the gap in attainment between girls and boys has narrowed only slightly. In science, attainment remains weak because initiatives to improve progress are too recent to have had an impact.

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Main findings

Much of the teaching is good and there is some outstanding practice, but in some lessons insufficient planning for individual learning means that the activities are limited in their ability to engage students fully, particularly those who are struggling to keep up. In some lessons, students do not have enough opportunities to think and work things out for themselves. Radical steps taken to improve the sixth form are starting to show tangible results. A parent captured this well, saying 'The new head of sixth form is really trying to encourage students in their well-being and education. She has had a difficult job and improvements are visible ? things can only get better'. Despite these positive green shoots, not enough has been done as yet to ensure that teaching is consistently good across the range of subjects, or that the curriculum is broad enough to match the needs and interests of students of all abilities.

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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

The headteacher has an accurate sense of the school's strengths and weaknesses which has enabled him, with other leaders, to plan carefully and systematically for the future. The quality of middle management is variable and this can be seen in the contribution made by middle managers to the school's self-evaluation. The effectiveness of the governing body is satisfactory. They have provided good support for these changes and are increasingly able to hold the school to account for the progress of students. However, the strategic direction they give is too weak in some aspects of the school's performance, including their monitoring of action plans such as those to promote community cohesion. Nonetheless, the school has turned the corner and is on the right track again, with a satisfactory capacity to sustain improvement further.

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What does the school need to do to improve further?

 Strengthen the leadership, management and governance of the school, by: developing the strategic role of the governing body bringing about greater consistency in the quality of middle management and the resulting contribution made to school self-evaluation.  Raise attainment and accelerate the progress that students make, by: ensuring that lesson planning builds on what teachers know about students' abilities and progress so that activities can be tailored to meet individual needs in each lesson providing more opportunities for students to be actively involved in their learning adapting the curriculum and the range of teaching strategies to close further the gap in attainment between boys and girls helping students to develop better time-keeping and more positive learning habits so that little time is wasted in lessons ensuring the students make more rapid progress in science.  Strengthen the effectiveness of the sixth form, by:

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What does the school need to do to improve further?

providing a suitable range of courses to meet the abilities, interests and aspirations of students of all abilities ensuring that students receive effective guidance in choosing the right courses and in helping them make the most of those options ensuring that students make better progress across the range of subjects, particularly for those taking AS and applied courses.

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Outcomes for individuals and groups of pupils 3

The majority of students enjoy their lessons, are motivated and take responsibility for their learning. They enjoy working in groups and sharing their ideas, although some lack confidence in their learning and ability. The use of 'think, pair, share' in a geography lesson encouraged students to work independently and collaboratively. Students say that the management of behaviour is now more effective and this is making a difference. While there was evidence of much good behaviour in lessons, inspectors agree with the minority of students who say that this can be variable. Some students are slow in settling down,

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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

are inattentive and prone to chatter. Students enjoy coming to school and this can be seen in attendance levels which are consistently above average and in the low numbers of regular absentees. The progress that boys and girls make in English is particularly strong. Rates of progress in mathematics are improving because of better teaching, and are now broadly average, but progress in science is not yet at this same level. Some Black students, particularly boys of lower ability, make slower progress than their peers. The small number of students who have special educational needs and/or disabilities make satisfactory progress. Students get on well with each other and their strong spirit of togetherness is exemplified in the respectful and spiritual way they took part in a ceremony dedicated to their patron. Students took a key lead in the ceremony and showed real capacity to reflect on their own feelings and those of others. They contribute to the wider community in many ways, such

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

as through the support they give to a charity working with children in Africa who have been affected by Aids. A group of Year 10 students, following a rigorous selection process, have been trained as 'learning detectives', so that their observations can contribute to improving the quality of learning in lessons.

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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 3

Taking into account: Pupils' attainment¹

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Pupils' achievement and the extent to which they enjoy their learning 3

The quality of pupils' learning and their progress 3

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Pupils' achievement and the extent to which they enjoy their learning 3

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

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3

Taking into account: Pupils' attendance¹

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The extent of pupils' spiritual, moral, social and cultural development 2

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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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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How effective is the provision?

In the best lessons, enthusiastic and skilled teachers use questioning to gauge how well students understand what they are doing and their readiness to move on, while also providing students with opportunities to deepen their learning. Students respond well to opportunities to show the progress they are making. For example, in a mathematics lesson they used colour cards to show whether or not they had grasped some difficult tasks in calculating percentages. In these lessons students make better progress because they are exposed to imaginative and enthusiastic teaching which makes demands on their learning. In lessons which are not at this level, teachers tend to dominate too much and there are insufficient opportunities for students to engage in constructive peer or group activities or to think independently. Oral feedback tends to be stronger than written feedback, and some marking provides limited or no guidance to help the student know what to do to

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How effective is the provision?

improve. The restructuring and expansion of the curriculum in Key Stages 4 and 5 is enabling students to be able to access pathways and courses which are more appropriate and better matched to their needs and aspirations. This is particularly the case for the current Year 12 students. The curriculum offer in science has been broadened to include a BTEC option to cater for the interests and abilities of a wider group of students. Many of these changes are relatively recent and have yet to have a full impact on students' attainment. The wide range of extra-curricular sports and the high take-up of and active participation in inter-house competitions contribute to students' healthy lifestyles and their enjoyment of school. The school looks for opportunities to provide good role models for the students. For example, a recent visit from a Black Caribbean soap star made a deep impression on them. Staff pay careful attention to the needs of those who circumstances make them more

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How effective is the provision?

vulnerable. Students are very appreciative of the care they receive and one student likened the school to a parent who looks out for and cares for them. Effective transition arrangements enable younger students to settle into Year 7, and impartial guidance and advice help older students make choices about what best options to consider as they leave Year 11. External agencies such as the police enhance the quality of support on offer.

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How effective is the provision?

These are the grades for the quality of provision

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The quality of teaching 3

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

Students rightly say that their headteacher 'knows what he is doing'. He has made key appointments which have strengthened leadership throughout the school and he is

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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

tackling key priorities with rigour and determination, and with good support from his team. Steps are being taken to tackle inconsistency in middle management, as seen in the use of internal expertise in the management of mathematics to bolster the running of the science department. Leaders have tightened the systems of accountability and reporting through regular cluster meetings, and consequently there is a sharp and relentless focus on improving the quality of teaching while at the same time holding teachers, heads of department and pastoral heads to account for the progress of students at risk of underachieving. Staff speak of a strong and common sense of purpose and direction now, with one commenting that 'the school has a different ethos and is an exciting place to work'. Arrangements to protect students meet statutory requirements and staff are clear about what action to take to safeguard those at risk of or suffering harm. Cluster meetings

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

provide an effective vehicle for close monitoring of how groups are performing in terms of their achievement and well-being. Disproportionate gaps or inequalities in students' achievement are being identified and addressed through staff training and enhanced management responsibilities and these are having some success. The school has a range of activities to promote community cohesion, including through its work with local primary schools, its promotion of events such as Black History month and video conferencing and other links with a school in Pakistan. The school hosts computer sessions for elderly local residents. These and other activities have not yet been pulled together in a strategic plan of action, and so it is difficult for the school to measure the full impact of its actions on community cohesion. The local authority provides valued and valuable partnership support for the school that is

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

carefully tailored to complement the school's own work. It can be seen in the joint plan of action to improve the sixth form and in the programme of training and support being provided for middle leaders. The school's specialism contributes to partnerships with primary schools. Local collaboration with other providers is helping the school to broaden the range of sixth form courses on offer, although this is at a relatively early stage of development.

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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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3

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

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Sixth form

Pass rates for A levels are broadly average. Some subjects such as law and economics perform consistently well, but this is not the case for all A-level subjects and the attainment of many students taking AS courses has historically been low. Nonetheless, given students' starting points, they are making satisfactory progress overall in Years 12 and 13. Leaders and managers have made significant changes to the ethos and culture of the sixth form. They are implementing an action plan in a measured and carefully planned way with a particular focus on improving the quality of the teaching, curriculum and guidance offered. These changes are beginning to make a tangible difference. The sixth form is steadily becoming a place of purposeful learning where students are becoming engaged, attending more regularly and making better progress in lessons. Retention rates are beginning to rise. These changes are being accompanied by the introduction of a

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Sixth form

better curriculum match for students. Some actions have not yet been completed, such as the planned curriculum changes for 2011. A new and more rigorous assessment system is in place and, as a result, students are getting better and more targeted one-to-one information, advice and guidance.

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Overall effectiveness of the sixth form 3

Taking into account: Outcomes for students in the sixth form

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Overall effectiveness of the sixth form 3

The quality of provision in the sixth form 3

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Overall effectiveness of the sixth form 3

Leadership and management of the sixth form 3

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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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Views of parents and carers

A very low proportion of parents and carers responded to the inspection questionnaire. The majority are positive about the work of the school. For instance, some very positive responses were made about safeguarding. There were more mixed views about the quality of teaching, the progress their children were making, and the effectiveness of communication with parents and carers. Inspectors found that the school is aware of these issues, and addressing them so that further improvements can be made.

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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 Bishop Stopford's School 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.

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Responses from parents and carers to Ofsted's questionnaire

The inspection team received 57 completed questionnaires by the end of the on-site inspection. In total, there are 1036 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 28 49 23 40 4 7 1 2 The school keeps my child safe 21 37 35 61 1 2 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 19 33 29 51 5 9 1 2

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Total % Total % Total % Total %

My child is making enough progress at this school 14 25 28 49 10 18 3 5

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Total % Total % Total % Total %

The teaching is good at this school 15 26 24 42 11 19 2 4

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Total % Total % Total % Total %

The school helps me to support my child's learning 19 33 23 40 10 18 3 5

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 19 33 26 46 8 14 1 2

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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) 16 28 23 40 7 12 2 4

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Total % Total % Total % Total %

The school meets my child's particular needs 21 37 19 33 8 14 4 7

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 23 40 20 35 4 7 5 9

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 12 21 25 44 10 18 6 11

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Total % Total % Total % Total %

The school is led and managed effectively 18 32 27 47 4 7 4 7

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 19 33 25 44 6 11 4 7

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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 Bishop Stopford's School, Enfield EN1 3PU

Thank you for the warm welcome you gave us. We learnt a lot from listening to you and observing you at work. You told us that the school has improved greatly in the last year. We agree. We find this to be a satisfactory school but one which is on the way up. Teaching is improving and changes to the curriculum mean you will have a wider range of options which may suit some of you better. Many of you are keen to do as well as you can. These are some of the main reasons why more of you are making good progress. You are well cared for and this helps you feel safe in school. Teachers try and help you as much as they can. One of you described this well, saying 'If you ask, she explains it and she won't stop explaining it until you've got it'. You said that Mr Owen has brought about a lot of changes since he became headteacher and we can see what a difference he and the rest of the staff are now making. You enjoy your time at school and this can be seen

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Inspection of Bishop Stopford's School, Enfield EN1 3PU

in how well you attend and in the way you take part in other activities such as sporting competitions. The school tries to give you curriculum experiences that inspire you, such as meeting famous people who come from backgrounds like yours. You told us how impressed you were with the visit from the actor who plays Patrick in Eastenders and how he told you about the importance of time-keeping. Some of you could put that into practice a bit more when you move from class to class. There are a number of actions that can make the school better.  Improve the ways in which governors and leaders can keep an eye on and evaluate how well the school is doing.  Help you do better in your learning by giving you activities that suit your abilities and will interest you, and give you more chances to learn things for yourselves. We have also asked the school to help boys who aren't doing as well as girls to catch up.

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Inspection of Bishop Stopford's School, Enfield EN1 3PU

 Continue to improve the sixth form so that you will take courses which are right for you and benefit from consistently good teaching and guidance. You can play your part by coming to lessons on time, ready to learn and determined to make the best of your time in the school. We wish you every success.

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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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