Aylesford School

Aylesford School - Sports College Inspection report

p.1

Unique Reference Number 118882 Local Authority Kent Inspection number 358464 Inspection dates 30 September 2010–1 October 2010 Reporting inspector Helen Hutchings

p.1

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

p.1

Type of school Secondary School category Foundation Age range of pupils 11–19 Gender of pupils Mixed Number of pupils on the school roll 1008 Appropriate authority The governing body Chair Peter Divall Headteacher Douglas Lawson Date of previous school inspection 20 May 2008 School address Teapot Lane Aylesford ME20 7JU Telephone number 01622 717341 Fax number 01622 790580 Email address info@aylesford.kent.sch.uk

p.1

Inspection dates

30 September 2010–1 October 2010 Inspection number 358464 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.

p.1

Inspection dates

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 .

p.2

Inspection dates

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

p.2

Introduction

This inspection was carried out by five additional inspectors. The inspectors visited 39 lessons involving 39 teachers, and meetings were held with representative governors, staff and groups of pupils. They observed the school's work and looked at planning documents, assessment information and pupils' work. In addition, 119 questionnaires from parents and carers and 52 staff questionnaires were received and analysed along with 198 from pupils. The inspection team reviewed many aspects of the school's work. It looked in detail at the following.  The focused support for pupils, particularly in English and mathematics, and its impact on improving performance in those subjects and overall GCSE results.  How well teaching promotes the achievement of pupils with special educational needs and/or disabilities given the indication of some previous underachievement.  The extent to which recent training for middle managers is helping them to make

p.3

Introduction

improvements in their areas.  How effective sixth-form provision is in enabling students to move successfully to further education or employment.

p.3

Information about the school

Aylesford School Sports College is similar in size to most secondary schools, serving an area where approximately 30% of more able pupils from the local primary schools are selected to attend neighbouring grammar schools. The vast majority of students are White British, and very few pupils speak English as an additional language. There are more students with special educational needs and/or disabilities than average. The school was awarded specialist sports status in 2004. It provides joint sixth form provision within a consortium of four schools. Over the last year, the school has been given National Challenge support through a programme designed to raise pupils' attainment.

p.3

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

p.4

Main findings

Although its overall effectiveness remains satisfactory, Aylesford School has many good aspects to its performance. These include good care, guidance and support and pupils' good personal development, which prepare them well for their future economic well-being. All pupils leaving the school from Year 11 this year entered employment or gained entry to further educational courses. Students leaving the sixth form were equally successful, with a large majority going to university; many being the first members of their family to do so. Difficulties in recruiting suitably experienced staff in recent years, particularly in English, mathematics and information and communication technology, have prevented the school moving forward as quickly as it would have wished in all areas. However, pupils' GCSE results have improved significantly and the proportion achieving five or more GCSE subjects at grade C or above is now above the national average. Pupils achieve good

p.4

Main findings

results in a range of vocational and applied subjects, indicating the positive improvement in the curriculum, which meets pupils' needs well. However, in spite of improvement since the last inspection, the school has not yet met the national minimum expectation for the percentage achieving good grades in English and mathematics. Consequently, pupils' achievement remains satisfactory, and in a few lessons, low literacy skills slows learning in other subjects. The school has set challenging targets for future performance and current assessment information indicates that it is set for further improvement. Teachers consistently share clear criteria for reaching higher levels in lessons, but do not always use the information they have about pupils' current levels as the starting point for pupils' tasks. A few parents and carers indicated that homework is inconsistent. The school has a new homework policy and schedule but has been slow in implementing this at the start of

p.4

Main findings

the academic year, and pupils have not been given enough homework to make a significant contribution to their learning. Pupils' commitment and enjoyment of school are reflected in their above-average attendance. Pupils are very positive about the opportunities offered by the school. They thoroughly enjoy the emphasis on sporting activities as part of the school's specialist provision, taking the need to develop healthy lifestyles seriously. They are keen to point out that there are plenty of activities available to meet a wider range of interests. Sixth- form students have a positive impact on the whole school, being fully integrated around the site, and support younger pupils to contribute positively to school life and the wider community. Behaviour is good in lessons and around the school, enabling pupils to enjoy their social time together. Pupils feel safe, knowing that bullying and harassment are

p.4

Main findings

addressed well in school. The headteacher leads the school with a calm and resolute approach, which is shared by other senior leaders and staff who understand exactly what has to be done to bring about further improvements. A concerted and systematic approach to improving the consistency

p.4

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

p.5

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

of teaching is starting to prove effective, and recent successful recruitment and retention of staff has brought about the stability required for ongoing improvement. The school has rightly identified that the next steps need to include strengthening middle leadership skills and giving all staff the support they need to improve their professional practice further. Staff are proud to work in the school and, supported by governors and the local authority, are implementing a coherent set of actions to raise attainment. Since the last inspection changes to the curriculum have improved pupils' attitudes to school enabling them to play a much fuller part in school life, which together with the increase in their attainment, indicates the school's good capacity for sustained improvement.

p.5

What does the school need to do to improve further?

 Raise attainment in English and mathematics by: implementing a focused approach to improving literacy and numeracy skills across the curriculum ensuring that homework makes a more effective contribution to pupils' learning in all subjects.  Improve the consistency of teaching by: ensuring that all middle leaders identify and disseminate good practice within their subjects building on the training already undertaken to ensure that learning tasks are always closely focused on pupils' prior attainment.

p.5

Outcomes for individuals and groups of pupils 3

Because pupils enter the school with attainment in English, mathematics and science which is below the national average, in spite of making satisfactory progress, their attainment remains below average. However, the introduction of courses matched well to pupils' abilities is bringing about significant improvement in their overall attainment and generating a climate of success where pupils of all abilities can achieve. The proportion of pupils achieving good grades in science and sport is above average. Careful and rigorous tracking identifies groups of students who are underachieving and interventions have had positive results; for example, a specific programme to boost girls' aspirations has successfully improved their overall performance, which is now above the national average overall, but not yet in English and mathematics. Recent changes in the curriculum are ensuring that the progress of pupils with special educational needs and/or disabilities has

p.5

Outcomes for individuals and groups of pupils 3

improved, reversing a pattern where this group did not make as much progress as their peers. Pupils have good attitudes to learning and want to achieve, which means that they benefit from sharing and articulating their thinking in group or paired work. In lessons when reporting back to the class and when speaking informally, pupils often display better communication skills than when assessed more formally in English. Pupils appreciate and respect the space they have within the buildings, and the consistent values shared by staff and pupils ensure that the environment is safe and welcoming. Pupils say that there is always an adult they can turn to when advice or support is needed. The sports specialism has been successfully used to focus on the development of personal and social skills, effectively promoting pupils' health and well-being and raising aspirations

p.5

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

p.6

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

for academic achievement. There are many opportunities for pupils to take responsibility, for example as sports leaders sharing their skills in local primary schools; the extension of the programme more widely across the school is enabling even more pupils to make a valuable contribution in this way. The strong positive relationships, promoted effectively through the mixed-age tutor groups, mean that pupils develop a good appreciation of differences and others' points of view. This was exemplified during a Year 11 lesson in the empathetic discussion on cultural differences and challenges faced by Muslim women wishing to participate in fitness training.

p.6

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

These are the grades for pupils' outcomes

p.6

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

Taking into account: Pupils' attainment¹

p.6

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

The quality of pupils' learning and their progress 3

p.6

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

p.6

2

Taking into account: Pupils' attendance¹

p.6

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

p.6

How effective is the provision?

The majority of teaching seen in the inspection was satisfactory, but ranged from outstanding to inadequate in a small minority of lessons. Pupils particularly like the consistent practice of letting them know what they need to do to reach the highest level, but teachers do not always use the good tracking information they hold on pupils' attainment to set tasks which are closely matched to the range of starting points in the class. In the best lessons, teachers probe pupils' understanding and use their good subject knowledge to respond to pupils' opinions and ideas. For example, in a Year 8 humanities lesson where pupils were considering the contribution of religious organisations in solving poverty, a variety of activities engaged pupils and learning was brought together by good, targeted questioning so that pupils developed a clear understanding of the issues.

p.6

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

p.7

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

Teachers use strategies such as encouraging pupils to read aloud to promote reading and comprehension skills, but the school has not implemented a whole-school strategy to support literacy, particularly to support pupils' writing skills. The range of curriculum pathways throughout the school are matched well to pupils' abilities, and advice provided at key transition points ensures that pupils follow programmes most closely matched to their needs. Provision is evaluated rigorously and changes made, for example in ceasing courses by external providers which had only limited success rates. The extensive range of strategies implemented last year to promote improvement resulted in only a small increase in the proportion of pupils achieving good grades in both English and mathematics because some pupils were involved in too many intervention activities. However, staff have developed their understanding and confidence

p.7

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

to use only those aspects of the National Challenge programme which are likely to bring about significant improvement. Parents and carers and pupils have a high regard for the school's care and guidance, with particular appreciation expressed by parents or carers of some pupils whose circumstances make them vulnerable.

p.7

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

These are the grades for the quality of provision

p.7

The quality of teaching 3

Taking into account: The use of assessment to support learning

p.7

How effective are leadership and management?

The strength of leadership of the headteacher and leadership team is seen in the successful promotion of positive attitudes and aspirations in pupils and provision which enables them to move into courses and employment of their choice on leaving school. Enthusiastic middle leaders recognise where the school needs to improve, understand their accountability for academic standards in their subjects and have taken ownership of the challenges faced, for example the need to improve English, mathematics and information and communication technology. There are many examples of good subject leadership but best practice is not consistently embedded across the school which restricts pupils' performance. Data are used well to target action and interventions are currently improving achievement through the school to reduce the extent of 'emergency' work being targeted in Year 11. Senior leaders have an accurate understanding of the quality of

p.7

How effective are leadership and management?

teaching which they use effectively in staff training and development. They have taken a robust approach to address inadequate teaching, and although progress in the past has been slowed because of staffing changes, teaching is now improving steadily. The governing body knows the school well and changed structures are helping it to take effective strategic oversight of the school's work. The governing body is actively involved in monitoring and evaluating the issues that have an impact on learning so that they are aware of the initiatives which have not worked effectively and the reasons for this. There

p.7

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

p.8

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

is a high priority on ensuring the safety and well-being of pupils, and procedures effectively ensure that requirements relating to safety and child protection are met well. The school strives hard to keep in touch with parents and carers, running a range of activities, including work linked to promoting adult literacy. Because links beyond the school are evaluated thoroughly, they are constantly amended to provide additional opportunities for pupils; for example, a partnership with the local Magistrates' Court effectively supports a few pupils at risk of exclusion. The sports specialism makes a major contribution to effective partnerships, including well-developed links with local primary and secondary schools, providing support for sports activities while developing pupils' leadership skills. The school is an inclusive and cohesive community. The performance of different groups of pupils is monitored regularly and used to guide pupils' curriculum

p.8

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

choices, ensuring good equality of opportunity and that discrimination is tackled robustly. Links with schools in Tower Hamlets raise pupils' understanding of different cultures within England and links with Africa, including a biennial visit supporting educational activities at an orphanage, satisfactorily extend pupils' awareness of their place within a global community.

p.8

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

These are the grades for leadership and management

p.8

2

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

p.8

Views of parents and carers

A very large majority of parents and carers responding to the inspection questionnaire are satisfied with the educational experience pupils receive in the school. The response rate was low and those responding are most satisfied that pupils are safe and that the school meets individual needs. A small number, particularly parents and carers of Key Stage 3 pupils, commented that they do not have enough information about pupils' progress. The school has launched online access for current information on attendance and up-to-date assessments but, as this is being implemented gradually, it has only been explained to parents and carers of older pupils. Other concerns related to encouragement for healthy

p.8

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

p.9

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

lifestyles and homework. Inspectors found during this inspection that homework is not currently making an effective contribution to pupils' learning. The food on offer in the canteen includes healthy options, although some pupils choose to bring in less healthy options, but this is balanced by an understanding of the choices they are making.

p.9

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Aylesford School - Sports 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.

p.10

Responses from parents and carers to Ofsted's questionnaire

The inspection team received 119 completed questionnaires by the end of the on-site inspection. In total, there are 1008 pupils registered at the school.

p.10

Total % Total % Total % Total %

My child enjoys school 47 39 56 47 13 11 3 3 The school keeps my child safe 53 45 61 51 2 2 2 2

p.10

Total % Total % Total % Total %

My school informs me about my child's progress 25 21 62 52 17 14 2 2

p.10

Total % Total % Total % Total %

My child is making enough progress at this school 30 25 58 49 18 15 3 3

p.10

Total % Total % Total % Total %

The teaching is good at this school 25 21 63 53 15 13 2 2

p.10

Total % Total % Total % Total %

The school helps me to support my child's learning 25 21 49 41 28 24 4 3

p.10

Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 25 21 68 57 20 17 1 1

p.10

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) 39 33 55 46 9 8 2 2

p.10

Total % Total % Total % Total %

The school meets my child's particular needs 30 25 63 53 14 12 2 2

p.10

Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 35 29 56 47 9 8 8 7

p.10

Total % Total % Total % Total %

The school takes account of my suggestions and concerns 22 18 52 44 21 18 3 3

p.10

Total % Total % Total % Total %

The school is led and managed effectively 43 36 48 40 12 10 3 3

p.10

Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 43 36 53 45 12 10 4 3

p.10

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%.

p.10

Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils' needs.

p.11

Grade Judgement Description

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

p.11

Grade Judgement Description

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

p.11

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.

p.11

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.

p.11

Common terminology used by inspectors

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

p.12

Common terminology used by inspectors

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

p.12

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.

p.12

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.

p.12

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.

p.12

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.

p.12

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.

p.12

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.

p.12

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

main findings from the inspection of their school.

p.13

Inspection of Aylesford School - Sports College, Aylesford ME20 7JU

On behalf of the inspectors who visited your school recently, I thank you for the time you gave to talk to us and for making us so welcome. I write to tell you our findings. We have taken the views of pupils, parents and carers into account alongside observations of your learning in lessons to make our judgement that the school provides you with a satisfactory education; it also provides you with good care and guidance. Staff, under the careful guidance of the headteacher and senior team, successfully ensure that you are able to move to courses or employment of your choice when you leave school. You told us that teachers make learning interesting and that you enjoy good relationships with other pupils. The curriculum pathways suit your needs well. You particularly enjoy the opportunities offered by attending a sports college and participate well in a wide range of extra-curricular activities. These help you to keep fit and healthy

p.13

Inspection of Aylesford School - Sports College, Aylesford ME20 7JU

and the canteen serves healthy food. However, we noticed that some of you bring less healthy food into school. Older pupils make particularly good progress in their vocational courses such as science and sport. We were impressed with how the level and grade criteria in lessons help you to aim for higher attainment. While you make satisfactory progress, you need to continue to work hard to improve your attainment, particularly in English and mathematics. To help you to do this and for the school to continue to improve, we have asked the staff to:  find ways to help you to improve your English and mathematics skills across the curriculum  make sure that you have more homework which complements your work in lessons  identify the best teaching practice and share this well with each other  ensure that the tasks set in lessons build well on what you already know and can do so that you can reach the highest possible 'WILF' objective.

p.13

Inspection of Aylesford School - Sports College, Aylesford ME20 7JU

We wish you all the very best for your own futures.

p.13

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 .

p.14