Ashton Community Science College

Ashton Community Science College Inspection report

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Unique Reference Number 119707 Local Authority Lancashire Inspection number 358610 Inspection dates 19–20 October 2010 Reporting inspector Shirley Gornall 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 Community Age range of pupils 11–18 Gender of pupils Mixed Gender of pupils in the sixth form Mixed Number of pupils on the school roll 916 Of which, number on roll in the sixth form 14 Appropriate authority The governing body Chair Mr Mark Gutteridge Headteacher Mr Chris Lickiss Date of previous school inspection 1 November 2007 School address Aldwych Drive Ashton, Preston Lancashire PR2 1SL Telephone number 01772 513002 Fax number 01772 513006 Email address principal@ashtoncsc.lancs.sch.uk

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Age group 11–18 Inspection dates 19–20 October 2010 Inspection number 358610 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. They observed 42 lessons taught by 42 teachers on the school's two campuses and held meetings with school leaders, groups of students, governors and a representative from the local authority. They observed the school's work, and looked at its plans, self- evaluation, policies and other relevant documents. Inspectors also took account of the 85 questionnaire returns from parents and carers, 48 returns from staff and 140 returns from students. The inspection team reviewed many aspects of the school's work. It looked in detail at the following.  The extent to which students of all abilities make progress and enjoy their learning.  The impact of the school's specialist status on the students' experiences and outcomes.  The extent to which school leaders have ensured consistently high standards in all aspects of work on the school's two campuses and created one inclusive school

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Information about the school

Ashton Community Science College is an average-sized 11 to 18 secondary school serving the communities of Ashton and Ribbleton. The school increased in size at the end of 2009 when it incorporated the former City of Preston High School. The school now operates on two sites, situated around five miles apart. A small sixth form opened in 2010. The school has a 20 place special educational resource facility to support deaf students. The proportion of students known to be eligible for free school meals is higher than average, as is the proportion of students with a statement of special educational needs. The school holds various awards including Sportsmark, Investors in People bronze level, Basic Skills Quality Mark, National Healthy Schools Standard, ICT Mark and Quality in Study Support award. It was recognised by the Specialist Schools and Academies Trust as the most improved science college in England in 2010 based upon sustained improvement.

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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

Ashton Community Science College is an outstanding school providing an excellent quality of education and care for its students. Under the inspirational leadership of the Principal and through the dedicated teamwork of all staff, provision and outcomes have improved considerably since the previous inspection. The governors' bold decision to incorporate students, staff and premises of a local school facing closure was well judged and has resulted in a significant improvement in outcomes for the students on Ribbleton campus, where attainment and attendance were exceptionally low. Meanwhile, the strong trajectory of improvement has been maintained on the Ashton campus and there is a palpable ethos of the two sites functioning as one harmonious school. A comment from one student: 'We are proud to be at this school because everyone cares about us and really helps us be the best we can,' typifies the views of many.

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Main findings

Students thrive on the wide variety of challenges presented to them and respond enthusiastically to the school's consistent drive to meet their individual needs and nurture their talents. Students on both campuses make outstanding progress. Those with special educational needs and/or disabilities are very effectively supported and make excellent progress in their learning. Attainment is above the national average on Ashton campus. On the Ribbleton campus, attainment, although below average, has improved dramatically in the year since the schools combined due to sensitive leadership, high quality teaching and an enhanced curriculum. Attainment is high in science and the school's specialist status as a science college underpins much of its innovative work with regard to curriculum design. Attendance is above average and behaviour is good, characterised by respectful relationships, good humour and the willingness of many students to take on responsibilities in their school

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Main findings

community. Students' questionnaire returns and discussions confirm that bullying and racist incidents are extremely rare. Teaching is mostly good and an increasing amount is outstanding. A minority of lessons are satisfactory. Teachers are passionate about their work and continually strive to use approaches and resources which will engage students. Assessment is sensitively integrated into lessons so that students are clear about the standard of their work and how they should go about improving it. The quality of care, guidance and support provided for students is outstanding because the school is proactive in determining how it can best meet the needs of every individual. An outstanding curriculum has been developed to ensure that all students have opportunities to achieve relevant qualifications and pursue their particular interests. Extra-curricular provision is exemplary. The school's promotion of community cohesion is outstanding, manifested in the positive relationships

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Main findings

between students and staff on the two campuses and also in the many creative activities undertaken by the school following its thorough analysis of its own context.

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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 school's small sixth form is satisfactory in terms of its provision and outcomes. It opened in September 2010 and its curriculum is currently restricted to courses leading to level 2 qualifications in hairdressing and beauty therapy. The school has well-thought-out and ambitious plans for the future development of the sixth form in order to ensure that it can better meet the needs of a more diverse group of students. The success of the school is underpinned by the strong moral purpose and driving ambition for excellence shared by governors, leaders and staff. The school has outstanding capacity for sustained improvement supported by insightful staff development opportunities and highly effective management systems. The school deploys its resources imaginatively and has mutually beneficial relationships with wide-ranging partners. It provides excellent value for money.

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What does the school need to do to improve further?

 Ensure that teaching improves still further by sharing best practice between teachers.  Develop provision in the sixth firm to better meet students' needs and aspirations by: collaborating with other schools, colleges and businesses to extend the curriculum offer ensuring that all lessons are made relevant to students better supporting students in choosing pathways to help them to realise their aspirations.

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Outcomes for individuals and groups of pupils 1

Students are highly motivated to succeed and enjoy their learning across the range of subjects. They show perseverance when faced with challenging tasks and are extremely supportive of each other when they work in groups. Their very positive attitudes to learning help them to make exceptional progress from starting points which are generally below average. Support is extremely well matched to the needs of students whose circumstances have made them vulnerable and those with special educational needs and/or disabilities, enabling these groups to make outstanding progress. Students' attainment in examinations has improved significantly in the last three years. On the Ashton campus the proportion of students gaining five or more GCSE qualifications at A* to C grades is above average, as is the proportion whose qualifications include A* to C grades in English and mathematics. Their attainment in science is now well above

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Outcomes for individuals and groups of pupils 1

average. Students who took their GCSE examinations on the Ribbleton campus in 2010 had been part of Ashton Community Science College for one year. They attained GCSE results which, although below national average, indicated substantial improvement on the results typically obtained by the school prior to its incorporation by Ashton. School data and lesson observations confirm that students make good and often outstanding progress to attain high standards across the whole school. Students behave well and show maturity in their attitudes to work. They are courteous and good-humoured, arriving punctually to lessons and showing good levels of concentration, which only diminish in the very few satisfactory lessons where pace slows.

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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 number of fixed-term exclusions has reduced dramatically over three years because students experiencing difficulties are identified early and supported and monitored extremely effectively. Many students make an outstanding contribution to the leadership of their school by taking on roles including sports leaders, peer mentors, ambassadors and form captains. Some attend governing body meetings and have influenced decision making directly. Other students lead activities as part of the school's vibrant and extremely well-attended extra-curricular programme. Students have created a sensory garden to stimulate the memories of residents at a local old people's home and have contributed to the wider community by, for example, organising a 'sponsored hush' to raise a substantial amount of money for earthquake victims in Haiti. Students engage in a wide range of sporting activities and many lead healthy lifestyles. They agree that the school keeps them safe

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

and are comfortable that, as one student stated, 'Everyone has someone to turn to if they are worried.' Their moral and social development is particularly good, as evidenced by their ethical awareness. Cultural development is promoted strongly through performing arts subjects which are vigorously enjoyed. Students are well equipped with workplace skills, through first-hand experience of working environments, often linked to science college specialism, and through their acquisition of basic skills and cooperative attitudes. Almost all students progress into further education, employment or training on leaving the school.

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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 1

Taking into account: Pupils' attainment¹

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Pupils' achievement and the extent to which they enjoy their learning 1

The quality of pupils' learning and their progress 1

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Pupils' achievement and the extent to which they enjoy their learning 1

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 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?

The vast majority of teaching is good, and an ever increasing amount is outstanding. There remains, however, a small proportion which is satisfactory. Strong leadership of teaching has resulted in consistent approaches to planning and assessment based on a firmly held belief that students should enjoy challenge and develop self-esteem as learners. Students show confidence and resilience, exemplified in two outstanding performing arts lessons where they performed individual pieces unselfconsciously as actors and musicians and gave insightful developmental feedback on each other's work. In lessons judged to be satisfactory tasks were not as well matched to students' needs. Assessment is used very effectively at whole-school level to monitor students' performance and ensure that anyone who needs help receives it. Teachers willingly and regularly provide additional guidance outside lessons. Support assistants make a valuable

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How effective is the provision?

contribution by helping more vulnerable students to become independent learners. The curriculum is well designed and constantly evolving to take account of students' needs. Personal learning and thinking skills are embedded in the curriculum and equip students to be collaborative, reflective and flexible. They have a wide range of options at Key Stage 4, including opportunities developed through partnerships. There is a strong and appropriate focus on equipping students with basic skills. The school's science specialism has had a major impact on curriculum development by widening opportunities for work-related learning and forging links with partners to raise students' aspirations. The school's extra-curricular programme encompasses a wide range of activities, in response to students' requests. It undoubtedly makes a major contribution to students' holistic learning. As one member of staff commented, 'Ashton gives everyone opportunities and

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How effective is the provision?

enables them to thrive.' Care, guidance and support are excellent. Students appreciate the highly personalised pastoral and academic support they receive from staff. Multi-agency support is sensitively coordinated for all students who need it.

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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 2

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

The Principal, senior leadership team and governors drive a powerful vision for the school, focused on removing barriers, enriching learning and enhancing life chances for all students. Strategic thinking is complemented by effective planning, systematic monitoring and critical evaluation of all aspects of the school's work. Leaders have been conspicuously successful in integrating students and staff from two very different campuses to create one harmonious school, while simultaneously driving up standards. The governing body provides an appropriate balance of challenge and support, taking brave, forward-thinking

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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

decisions and loyally advocating the school's work. Leaders have developed multiple highly effective partnerships to enhance the quality of education and care for students. Collaboration is at the core of many projects, within and beyond school. Science specialism has a major impact on developing innovative practice at the school itself and in partner schools. Safeguarding procedures are good and rigorously monitored. The school has effective channels for communications with parents, listening to and acting upon their comments, for example with regard to curriculum design. There are numerous family learning opportunities available which are well subscribed. Leaders are fully aware of the school's context and have planned, delivered and evaluated a range of programmes to ensure that it is the vibrant hub of a cohesive community. Leaders promote equal opportunities in all that they do and tackle discrimination of any sort; consequently,

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

students of different abilities and backgrounds on both campuses are making even and exceptional progress. The school has set and achieved challenging targets and continues to set itself ambitious goals. Succession planning has been ensured through an intelligent process of devolved leadership and professional development. Morale of staff and students is tangibly high. The school has outstanding capacity for sustained improvement.

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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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1

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

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Sixth form

The sixth form opened in September 2010 and currently accommodates a small number of students who are studying courses leading to accreditation in hairdressing and beauty therapy. Students are making satisfactory progress in relation to their starting points. Teaching in the sixth form is satisfactory and sometimes good, such as in mathematics lesson where the nature of the tasks students undertook had clear relevance to their own lives. On occasions teaching is less engaging resulting in a few students losing motivation.

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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 school is aware that the curriculum offered by its sixth form is currently limited; however, it has ambitious plans for developing this area of its work further, in collaboration with other local providers.

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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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Views of parents and carers

The vast majority of parents who returned questionnaires say that they are happy with their children's experience at the school. They are pleased with the quality of teaching and care that their children receive and feel that the school is well led. One parent commented, 'The school is wonderful. My child is very happy and settled. I am also very impressed with all the extra-curricular opportunities. The staff are open and approachable.' Inspection findings uphold their views. A very small minority feel that the school does not deal effectively with unacceptable behaviour. Inspectors took particular note of this view in observing behaviour in lessons, on corridors and in the grounds on both campuses. They found behaviour to be consistently good and its management to be effective.

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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 Ashton Community Science 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.

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Responses from parents and carers to Ofsted's questionnaire

The inspection team received 85 completed questionnaires by the end of the on-site inspection. In total, there are 916 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 35 41 46 54 2 2 0 0 The school keeps my child safe 42 49 42 49 1 1 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 32 38 44 52 7 8 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 30 35 50 59 2 2 0 0

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Total % Total % Total % Total %

The teaching is good at this school 32 38 50 59 1 1 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 22 26 55 65 7 8 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 22 26 55 65 7 8 0 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) 29 34 50 59 3 4 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 27 32 53 62 4 5 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 25 29 43 51 9 11 1 1

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 20 24 56 66 3 4 1 1

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Total % Total % Total % Total %

The school is led and managed effectively 33 39 48 56 1 1 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 36 42 45 53 2 2 0 0

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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 Ashton Community Science College, Preston, PR2 1SL

Thank you for the warm welcome you gave to my colleagues and me when we inspected your school recently. We were very impressed by your mature attitude to learning and the range of responsibilities many of you willingly take on in school. We were pleased that so many of you enjoy learning, both during the school day and in the many extra-curricular activities you attend, and sometimes lead. Thank you to those of you who gave up time to speak to us and those who completed the questionnaire. We agree with you that your leaders and teachers really do go 'the extra mile' to support you and we think that you play your part through your good behaviour, high levels of attendance and positive attitudes. The inspection team consider Ashton Community Science College to be outstanding. It provides you with an exceptionally high standard of education and you make excellent progress. We know that you are rightly proud to be part of this school.

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Inspection of Ashton Community Science College, Preston, PR2 1SL

We identified two points for improvement. First, we have asked the school to increase still further the amount of very good and outstanding teaching. You can help with this by letting your teachers know the sorts of activity that really help you to think and learn best. Also, we have asked the school to develop the new sixth form further, in partnership with other schools, colleges and businesses in the area. Please continue to support your school as strongly as you do. On behalf of the inspectors, I would like to wish you every success in the future. Congratulations!

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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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